few_shots: 
Example 1:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Concept/skill: 
Recognize and represent proportional relationships between quantities.

Answer: 
No. Usually problems that teach recognizing and representing proportional relationships between quantities involve deciding whether two quantities are in a proportional relationship or identifying the constant of proportionality, and then representing proportional relationships by equations or explaining proportional relationship using coordinate graphs.

Example 2:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Concept/skill: 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Answer: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

Example 3:
Problem/activity:
Problem 1
The table below contains single equations in a single variable, single equations in two variables, and pairs of simultaneous equations in two variables. Check the appropriate box to show whether there is no solution, exactly 1 solution, or if there is an infinite number of solutions.
|                                                          | **           No solution          ** | **           Exactly 1 solution          ** | **           Infinite number of solutions          ** |
|----------------------------------------------------------|--------------------------------------|---------------------------------------------|-------------------------------------------------------|
|                       $${9=4x+7}$$                       |                                      |                                             |                                                       |
|                       $${y=3y+5}$$                       |                                      |                                             |                                                       |
|                    $${y={x\over2}}$$                     |                                      |                                             |                                                       |
|                     $${3x+6y-9=0}$$                      |                                      |                                             |                                                       |
|    $${x=y}$$                        $${1.25x=1.25y}$$    |                                      |                                             |                                                       |
| $${9.9=6x+8y}$$                        $${9x=2.5y-8.8}$$ |                                      |                                             |                                                       |
| $${11x-2y=1.5}$$                        $${11x-2y=2.5}$$ |                                      |                                             |                                                       |
Problem 2
Kim has a small container and a large container as shown.
[IMG]
It takes 16 of the small containers to fill the large container. Three small containers leave 1.95 gallons of space in the big container.
What is the size of each of the two containers?


Concept/skill: 
Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

Answer: 
No. Completing neither of these problems requires replacing one equation by the sum of that equation and a multiple of the other equation.

Now, does the problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_000972_neg_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_neg_0

8
standard_description: Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
problem_activity: Activity
The purpose of this activity is for students to use rational approximations of irrational numbers and to match irrational numbers to equations they are solutions to. To do this, students sort cards into sets of three consisting of:
A square or cube root value
An equation of the form
\(x^2=p\)
or
\(x^3=p\)
that the value is a solution to
A number line showing the location of the value
Identify groups using clear explanations for how they chose to arrange their sets of 3, particularly when matching the cards with a value plotted on a number line.
Launch
Arrange students in groups of 2–4. Students should not use a calculator for this activity. Tell students that they will be given cards to sort into sets of three. Distribute 27 pre-cut slips from the blackline master to each group. Group work time followed by a whole-class discussion.
Representation: Internalize Comprehension.
Chunk this task into more manageable parts to differentiate the degree of difficulty or complexity by beginning with fewer cards. For example, give students a subset of the cards (using multiples of 3) to start with and introduce the remaining cards once students have completed their initial set of matches.
Supports accessibility for: Conceptual processing; Organization
Student Facing
Your teacher will give your group a set of cards. For each card with a letter and value, find the two other cards that match. One shows the location on a number line where the value exists, and the other shows an equation that the value satisfies. Be prepared to explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Some students may mix up cube and square roots. Encourage these students to pay close attention to the notation. They may want to fill in the “2” for the square roots similar to how the “3” is used for cube roots.
Activity Synthesis
Select 3–4 previously identified groups to share one of their sets of three cards.
Also discuss:
“What was a match that was hard to make?” (Two of the number lines have values between 4 and 5, and it took some extra reasoning to figure out that the one with the value closer to 4 was
\(\sqrt{18}\)
while the one with the point closer to 5 was
\(\sqrt[3]{100}\)
.
“If another class was going to sort these cards, what is something you would recommend they have or do that you found helpful?” (I would recommend they have a list of perfect squares and perfect cubes to help think about where the different roots are plotted on the number line.)
Speaking, Writing: MLR8 Discussion Supports.
Display sentence frames to support students as they justify their reasoning for each match. For example, “The solution to _________ (
\(x^3 = 25\)
) is _________ (
\(\sqrt[3]{25}\)
) and it is between ______ (2 and 3) on the number line, because . . .” The helps students place extra attention on language used to engage in mathematical communication, without reducing the cognitive demand of the task. It also emphasizes the importance of justification.
Design Principle: Maximize meta-awareness


aligns: no