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: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to write three-digit numbers as the sum of the value of each digit,
expanded form
. Students connect the order and values of the addends in expanded form to the order and value of each place in a three-digit number. Use expanded form and its definition interchangeably throughout the activity so that students feel comfortable with the new vocabulary. When students represent numbers as sums by place value, they interpret the three-digit numbers in terms of its digits and the operation of addition (MP7).
MLR8 Discussion Supports.
Provide all students with an opportunity to produce mathematical language by inviting students to chorally repeat “expanded form” in unison 1–2 times.
Advances: Speaking
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Display Andre, Tyler, and Mai’s situation and the image of their blocks.
“What would the expression look like?”
1 minute: independent work time
1 minutes: partner discussion
Share responses.
Display 357 and
\(300 + 50 + 7\)
.
“We can represent the value of the blocks by writing a three-digit number.”
“A number can also be represented as a sum of the value of each of its digits. This is called
expanded form
.”
“Like a three-digit number, expanded form shows the sum starting with the place that has the greatest value on the left to the place with the least value on the right.”
As needed, discuss reasons why any expressions generated in the launch would or would not be examples of expanded form.
Activity
“Now you will practice writing the value of the base-ten diagrams in expanded form and as a three-digit number.”
7 minutes: partner work time
Student Facing
Andre has 3 hundreds. Tyler has 5 tens. Mai has 7 ones. They want to represent the amount they have using an equation.
[IMG]
Write an expression to represent the sum of their values.
__________ + __________ + __________
Write the total value as a three-digit number:
_______________
Write each number as the sum of hundreds, tens, and ones, and as a three-digit number.
[IMG]
Expanded form: _________________________
Three-digit number: _________________________
[IMG]
Expanded form: _________________________
Three-digit number: _________________________
[IMG]
Expanded form: _________________________
Three-digit number: _________________________
[IMG]
Expanded form: _________________________
Three-digit number: _________________________
Student Response
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for free access to Student Response.
Activity Synthesis
“What is the value of
\(40 + 100 + 3\)
? Explain how you know.” (143. I saw there was 1 hundred, 4 tens, and 3 ones. I just rearranged it in my head like expanded form.)
“We know we can rearrange the addends to add in any order when we find the value of a sum. When a number is written in expanded form the values are written in place value order.”
“How would we write 143 in expanded form?” (
\(100 + 40 + 3\)
)


aligns: no