few_shots: 
Example 1:
Concept/skill: 
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

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: 
Yes. This problem solves a real-world problem involving mixing ingredients for cookies. A student doing this problem would need to reason about equivalent ratios of butter amounts to sugar amounts.

Example 2:
Concept/skill: 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

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


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

Example 3:
Concept/skill: 
Analyze and solve pairs of simultaneous linear equations.

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?


Answer: 
Yes. The last three rows of the table in the first problem involves solving pairs of simultaneous linear equations. The second word problem can also be represented as two simultaneous linear equations.

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_pos_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
This optional activity gives students an additional opportunity to practice using number lines to decompose fractions into sums of other fractions and to record the decompositions as equations.
The fractions on the cards (shown here) contain no whole numbers or mixed numbers, but some students may use them to help them find the second addend (and to avoid counting tick marks on the number line). Some may also choose to label each number line with whole numbers beyond 1 to facilitate their reasoning and equation writing.
\(\frac{1}{3} \qquad \frac{2}{3} \qquad \frac{3}{3} \qquad \frac{4}{3} \qquad \frac{5}{3} \qquad \frac{6}{3} \qquad \frac{7}{3} \qquad \frac{8}{3}\)
Required Materials
Materials to Copy
Make Two Jumps
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
Give each group a set of fraction cards from the blackline master.
Display the four number lines.
“What do you notice? What do you wonder?”
30 seconds: quiet think time
30 seconds: partner discussion
Activity
“Label each point on the number line with a fraction it represents.”
1–2 minutes: independent work time
“You will make two jumps on the number line to go from 0 to the point and write an equation to represent your moves.”
Explain how to use the cards and how to complete the task. Consider demonstrating with an example and allowing students to ask clarifying questions before they begin.
Monitor for students who:
use whole numbers and mixed numbers in their equations and those who don’t
label their number lines with whole numbers beyond 1
Student Facing
Here are four number lines, each with a point on it.
[IMG]
[IMG]
[IMG]
[IMG]
For each number line, label the point. This is your target. Make two forward jumps to get from 0 to the target.
Pick a card from the set given to you. Use the fraction on it for your first jump. Draw the jump and label it with the fraction.
From there, draw the second jump to reach the target. What fraction do you need to add? Label the jump with the fraction.
Write an equation to represent the sum of your two fractions.
Student Response
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Activity Synthesis
Select previously identified students to share their responses to the first couple of diagrams (or more if time permits). Start with students who used no whole numbers or mixed numbers. Ask them to explain why they chose to write the numbers the way they did.
Consider discussing the merits and challenges (if any) of expressing the fractions as whole or mixed numbers.


aligns: no