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 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.
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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_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
problem_activity: Narrative
The purpose of this activity is for students to locate fractions on the number line, and find pairs of fractions that are equivalent. Students can use a separate number line for each denominator, but they can also place fractions with different denominators on the same number line to show equivalence. Focus explanations about why fractions are equivalent on the fact that they share the same location. In the synthesis, discuss how one number line or two can be used to compare fractions.
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each chunk.
Supports accessibility for: Attention, Organization
Launch
Groups of 2
Activity
“Work independently to locate these numbers on the number line. Then, find 4 pairs of fractions that are equivalent. Be prepared to explain your reasoning.”
3–5 minutes: independent work time
“Now, share the pairs of fractions you wrote with your partner and explain how you know they are equivalent.”
2–3 minutes: partner discussion
Monitor for students who compare fractions on a single number line and those who compare fractions on separate number lines.
Student Facing
Locate and label the following numbers on a number line. You can use more than one number line if you wish.
\(\frac{1}{2}\)
,
\(\frac{1}{3}\)
,
\(\frac{1}{4}\)
,
\(\frac{2}{3}\)
,
\(\frac{2}{6}\)
,
\(\frac{3}{8}\)
,
\(\frac{3}{4}\)
,
\(\frac{4}{6}\)
,
\(\frac{4}{8}\)
,
\(\frac{6}{8}\)
,
\(\frac{7}{8}\)
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[IMG]
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Find 4 pairs of fractions that are equivalent. Write equations to represent them.
\(\underline{\hspace{1 cm}} = \underline{\hspace{1 cm}}\)
\(\underline{\hspace{1 cm}} = \underline{\hspace{1 cm}}\)
\(\underline{\hspace{1 cm}} = \underline{\hspace{1 cm}}\)
\(\underline{\hspace{1 cm}} = \underline{\hspace{1 cm}}\)
If you have time: Use the number lines to generate as many equivalent fractions as you can.
[IMG]
[IMG]
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Student Response
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Activity Synthesis
Select previously identified students to display how a single number line or separate number lines can be used to show equivalent fractions.
“When might it make sense to use a single number line and when might it be helpful to use two number lines?“ (One number line might make sense if one fraction can be partitioned to get to another, like halves to fourths. If a number line is too crowded or has fractions that could be hard to partition together, like halves and thirds, it might be helpful to use two number lines.)


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