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 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?


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_neg_0

7

fl_problem_001392_neg_0

8
standard_description: Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
problem_activity: Activity
In this first part of the project, students make sense of the task at hand and determine what they need to know and do to find the most economical shipping box combination. Students should recognize that they will need to:
Find out the measurements of the jewelry boxes and shipping boxes, as well as the costs for mailing a shipping box of each size. Asking students to find out this information themselves will increase the modeling demand (MP4).
Decide on an orientation for the jewelry boxes inside each shipping box and calculate how many jewelry boxes will fit with that particular orientation.
Test out different orientations and how they affect the number of jewelry boxes to be fitted and the cost.
Students may want to think of a strategy for considering different configurations efficiently, rather than testing all of them, which would be time consuming and repetitive. As students make plans to try out different jewelry box orientations and associated calculations, encourage them to work systematically to minimize omissions and errors. Urge students to create drawings or models of the boxes to show the calculations they will need to make.
Consider supporting students by discussing the different orientations of jewelry boxes in a shipping box (Which orientations are possible? How much empty space would result?) and possible ways to use drawings or diagrams to show the arrangements of jewelry boxes.
Launch
Give students 1–2 minutes to read the task statement individually and to ask any clarifying questions. Demonstrate the idea of the task by putting a small box inside a larger box in different orientations. Consider displaying USPS flat-rate boxes, or an image of each of the boxes.
Arrange students in groups of 4. Give students 5 minutes of quiet think time to brainstorm about what information is needed to solve this task and share to it with their group. Give another 5 minutes to plan in groups, followed by time to measure boxes or research box options and dimensions for themselves. Provide access to measuring tools.
USPS flat-rate information:
Small box:
\(5\frac38\)
inches by
\(8\frac58\)
inches by
\(1\frac58\)
inches. Cost:
$
6.80.
Medium box 1:
\(11\)
inches by
\(8\frac12\)
inches by
\( 5\frac12\)
inches. Cost:
$
13.45.
Medium box 2:
\(11\frac78\)
inches by
\(3\frac38\)
inches by
\( 13\frac58\)
inches. Cost:
$
13.45.
Large box:
\(12\)
inches by
\( 12 \)
inches by
\( 5\frac12\)
inches. Cost:
$
18.75.
Reading, Speaking, Representing: MLR6 Three Reads.
Use this routine to orient students to the context of the problem. In the first read, students read the problem with the goal of comprehending the situation (an artist is packing jewelry boxes to ship to a store.). Clarify any unknown language, such as a “flat-rate” box or shipping rates, as needed. For the second read, ask students to identify the quantities and mathematical relationships (number of necklaces ordered, the dimensions of the jewelry box). After the final read, ask students to brainstorm possible strategies they may use to solve the problem.
Design Principle(s): Support sense-making
Student Facing
An artist makes necklaces. She packs each necklace in a small jewelry box that is
\(1\frac34\)
inches by
\(2\frac14\)
inches by
\(\frac34\)
inch.
A department store ordered 270 necklaces. The artist plans to ship the necklaces to the department store using flat-rate shipping boxes from the post office.
Consider the problem: Which of the flat-rate boxes should she use to minimize her shipping cost?
What other information would you need to be able to solve the problem?
Discuss this information with your group. Make a plan for using this information to find the most inexpensive way to ship the jewelry boxes. Once you have agreed on a plan, write down the main steps.
Student Response
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Activity Synthesis
Reconvene as a class before continuing with the next part. Ask each group to share a couple of specific steps they have taken toward answering the question and a couple of steps they plan on taking to move forward. Highlight any ideas students might have about making the problem-solving process more efficient and systematic. If not already mentioned by students, suggest that each group divide up the calculations to be done so each person is responsible for one shipping box.


aligns: no