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?


Description: 
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
$$-\frac{1}{4}$$


Description: 
Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

Answer: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

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?


Description: 
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, assess whether the following problem or activity aligns with the provided description.

shot_info: fl_problem_000972_neg_0

6

fl_problem_001097_pos_0

7

fl_problem_001392_neg_0

8
standard_description: Work with 2 × 2 matrices as a transformations of the plane, and interpret the absolute value of the determinant in terms of area.
problem_activity: Activity
Students use scientific notation as a tool to understand the relative scale of different units (MP2). They practice modeling skills by identifying essential elements of the problems and gathering relevant information before computing (MP4).
Launch
Arrange students in groups of 2. Instruct students to first read through the problems and decide on what information they need to solve each problem. Record relevant information for all students to see. Only record information when students have asked for it. Possible information students will ask for include:
Mai’s dad’s computer holds 500 gigabytes of storage space.
A kilobyte is 1,000 bytes, a megabyte is 1,000,000 bytes, and a gigabyte is 1,000,000,000 bytes.
1 character is roughly 1 byte.
An emoji is roughly 4 bytes.
A full-length, high-definition film is around 8 gigabytes and runs 2 hours.
A person sleeps about 8 hours in a night.
Give 15–20 minutes of work time before a brief whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge of working with very large numbers. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
For each question, think about what information you would need to figure out an answer. Your teacher may provide some of the information you ask for. Give your answers using scientific notation.
Mai found an 80’s computer magazine with an advertisement for a machine with hundreds of kilobytes of storage! Mai was curious and asked, “How many kilobytes would my dad’s new 2016 computer hold?”
The old magazine showed another ad for a 750-kilobyte floppy disk, a device used in the past to store data. How many gigabytes is this?
Mai and her friends are actively involved on a social media service that limits each message to 140 characters. She wonders about how the size of a message compares to other media.
Estimate how many messages it would take for Mai to fill up a floppy disk with her 140-character messages. Explain or show your reasoning.
Estimate how many messages it would take for Mai to fill a floppy disk with messages that only use emojis (each message being 140 emojis). Explain or show your reasoning.
Mai likes to go to the movies with her friends and knows that a high-definition film takes up a lot of storage space on a computer.
Estimate how many floppy disks it would take to store a high-definition movie. Explain or show your reasoning.
How many seconds of a high-definition movie would one floppy disk be able to hold?
If you fall asleep watching a movie streaming service and it streams movies all night while you sleep, how many floppy disks of information would that be?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Humans tend to work with numbers using powers of 10, but computers work with numbers using powers of 2. A “binary kilobyte” is 1,024 bytes instead of 1,000, because
\(1,\!024 = 2^{10}\)
. Similarly, a “binary megabyte” is 1,024 binary kilobytes, and a “binary gigabyte” is 1,024 binary megabytes.
Which is bigger, a binary gigabyte or a regular gigabyte? How many more bytes is it?
Which is bigger, a binary terabyte or a regular terabyte? How many more bytes is it?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
In a whole-class discussion, ask students what they might have found surprising or interesting when comparing different digital media and different hardware. If time permits, discuss how scientific notation helps to make those comparisons.
Speaking: MLR8 Discussion Supports.
As students explain what they noticed about the differences in digital media and hardware, press for details in students’ ideas by requesting that students challenge an idea, elaborate on an idea, or make explicit their process for calculating or comparing the values. Revoice student ideas to model mathematical language use in order to clarify, apply appropriate language, and involve more students. This will help students produce and make sense of the language needed to communicate their own ideas.
Design Principle(s): Support sense-making; Optimize output (for explanation)


aligns: no