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

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?


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.

Now, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: fl_problem_000972_neg_0

6
standard_description: Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
problem_activity: Narrative
The purpose of this activity is for students to describe coordinates for points. After playing a round of What’s the Point, students have an opportunity to write a description of the location of a point in the coordinate plane. The structure of this part of the activity mirrors what students did in the previous lesson when they were describing a rectangle. Some students may use the coordinates on the grid while others may use words to describe the location of the point.
Students make choices about how to revise their thinking based on what makes the description stronger and clearer to them. This activity not only supports students developing language to describe the location of a point but also develops a deeper understanding of the coordinate grid (MP6). Invite students to use language from the display from an earlier lesson if they find it helpful.
This activity uses
MLR1 Stronger and Clearer Each Time
. Advances: Reading, Writing.
Required Materials
Materials to Copy
What's the Point
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2.
Activity
10 minutes: partner work time
Monitor for students who:
revise their thinking
refer to the numbers on the coordinate grid to communicate the location of the point
MLR1 Stronger and Clearer Each Time
“Share your description of the location of the point on the grid with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3–5 minutes: structured partner discussion
Repeat with 1–2 different partners.
If needed, display question starters and prompts for feedback, such as:
“Can you use the numbers on the coordinate grid in your explanation?”
“Revise your initial draft based on the feedback you got from your partner.”
2–3 minutes: independent work time
Student Facing
Play 2 rounds of What’s the Point so each partner gets a chance to draw.
Sit back to back with your partner.
Partner A: Choose a card. Then, describe the location of the point to your partner.
Partner B: Draw the point on the blank coordinate grid.
Compare the card with your partner’s diagram.
Discuss: What’s the same? What’s different?
[IMG]
[IMG]
Use words to explain the location of the point on the grid.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students do not reference the axes or the directionality of the gridlines, show them point
\((3, 4)\)
and point
\((4, 3)\)
on a grid and ask, “What is the same and different about these two points?”
Activity Synthesis
Select previously identified students to share how they revised their explanation for the location of the point in the last problem.
Display the image of the coordinate grid with a point from the student workbook.
“The point can be described using the
coordinates
\((3, 4)\)
. Where do you think these coordinates come from?” (They describe the location of the point. The point is on gridline 3 and gridline 4. The point is where these gridlines intersect.)


aligns: no