few_shots: 
Example 1:
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.

Example 2:
Concept/skill: 
Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

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: 
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:
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_neg_0

6

fl_problem_001097_pos_0

7

fl_problem_001392_pos_0

8
standard_description: Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.
problem_activity: Problem 1
Pentagon
$${FGHIJ}$$
is a scale image of pentagon
$${ABCDE}$$
.
[IMG]
a.   Complete the table below with the measurements of each pentagon.
| **                Original line segment               ** | **                Original length               ** | **                Corresponding line segment               ** | **                Scale length               ** |
|----------------------------------------------------------|----------------------------------------------------|---------------------------------------------------------------|-------------------------------------------------|
|                          $$AB$$                          |                                                    |                            $$FG$$                             |                                                 |
|                          $$BC$$                          |                                                    |                            $$GH$$                             |                                                 |
|                          $$CD$$                          |                                                    |                            $$HI$$                             |                                                 |
|                          $$AE$$                          |                                                    |                            $$FJ$$                             |                                                 |
b.   Is there a proportional relationship between the side lengths of the original pentagon and the scaled pentagon? Explain using the measurements in the table.
c.   What is the constant of proportionality?
d.   What is the scale factor?
Problem 2
Melissa orders business cards to promote her new website. She previews the cards online before placing her order. The scale image she sees online and the actual size of the cards are shown below.
[IMG]
What scale factor was used to create the online image from the actual size of the business card?
Problem 3
For each situation described below, sketch and label the scale image using the scale factor.
a.   Your family recently had a family portrait taken. Your aunt asks you to take a picture of the portrait using your phone and send it to her. The original portrait is 3 feet by 3 feet and the scale factor from the original picture to the picture on your phone is
$${1 \over18}$$
. Draw the scale drawing, in inches, that would be the size of the portrait on your phone.
b.   Create a scale drawing of the arrow below using a scale factor of 150%.
[IMG]


aligns: no