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 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_pos_0

6

fl_problem_001097_pos_0

7

fl_problem_001392_pos_0

8
standard_description: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
problem_activity: In Class Launch
Use after Unit 2, Lesson 23
Solicit information that students already know about heating buildings, which they will use in this task. Here are some possible questions for discussion:
“How are buildings heated?” (fireplaces, boilers, gas furnaces)
“What kinds of energy can be used to heat buildings?” (electricity, natural gas, solar power)
“When in the year do you think our school uses the most power for heating?” (probably right before or after winter break, when it’s pretty cold and there are still people in the building for most of the day)
Tell students that in this task they will investigate energy costs for some different heating systems. They will begin by considering a homeowner’s current heating system, and compare some other systems the homeowner could use instead. Tell students that energy is measured in kilowatt-hours, which is abbreviated kWh.
Then give students a preview of some of the calculations they’ll need to do by showing why the homeowner currently pays
$
975/year to heat the house. Tell students that the current system is 60% efficient, which means that for every 100 kWh it uses, it only produces 60 kWh of heat. Display this statement for all to see:
“For every 100 kWh of energy a certain heating system uses, it produces 60 kWh of heat. If the system has to produce 11,700 kWh of heat to heat a house for the winter, how many kWh of energy will it use?”
Ask students to think about how they would find an answer to this question. They do not need to calculate an answer, only think of a strategy. After some quiet think time, ask students to share their thoughts with a partner. Then invite students to share strategies with the class. Use one of the suggested strategies to calculate the answer, and write the steps for all to see. Here is one possible way:
\(\displaystyle \begin{align*}{} \dfrac{100 \text{ kWh input}}{60 \text{ kWh output}} &= \dfrac{x \text{ kWh input}}{11,\!700 \text{ kWh output}} \\  \dfrac{100 \text{ kWh input}}{60 \text{ kWh output}} \boldcdot 11,\!700 \text{ kWh output} &= x \text{ kWh input} \\ 19,\!500 \text{ kWh} &= x \end{align*} \)
To find out how much this will cost the homeowner, we need to know how expensive the fuel is. If we assume natural gas costs
$
0.05 per kWh, then multiplying 19,500 by 0.05 will give us the total cost of
$
975.
Teacher Instructions
Students will need to do a lot of independent research for this task. One way to make the research less time-consuming would be to have students suggest other ways of heating the house, like solar panels or geothermal heating and cooling systems, and have each group investigate one of the ideas. Students do not have to limit themselves to alternative heating systems—if they wish, they can also look at ways the homeowner could reduce the amount of heat needed, for example by insulating their walls. Once the groups are done researching, they can report their results to the class so that everyone can use the same information to do their analysis, or new groups can form so that each member of the group researched a different idea, and the group can work together to use the information each member found.
Students will need to be very careful not to confuse the amount of energy a system uses with the amount it produces, and in their research they will see many ways of describing the energy that is used and produced, such as British thermal units, therms, and Joules. If students struggle with the calculations, it may help if they make a table with column headings like “energy used” and “energy produced” so they can fill in the values they know for each system and calculate the unknown ones.
Student-Facing Statement
A homeowner wants to replace their old heating system. Energy is measured in kilowatt-hours (kWh). It takes about 11,700 kWh of energy to heat the house for the winter. The current heating system uses natural gas and is 60% efficient, which means that for every 100 kWh of natural gas it uses, it produces 60 kWh of heat. With the homeowner’s current system, it costs
$
975 to heat the house.
Research at least two other options available in your area that this homeowner could replace their heating system with. Assume that natural gas costs
$
0.05/kWh and electricity costs
$
0.21/kWh. The house is 2,500 square feet.
The homeowner also has an air conditioner that uses 2,500 kWh of electricity per year and produces 290 kWh of cooling for every 100 kWh it uses. They also have a water heater that uses 4,300 kWh of electricity per year and produces 90 kWh of heat for every 100 kWh it uses. These systems could also be replaced if there is a cheaper option, but it isn’t necessary.
Which system would you recommend? Make a graph to convince the homeowner to switch to this system.
If the homeowner switches to the system you recommend, how long will it take them to save as much money as the new system cost?
Teacher Instructions
Students will need to be very careful not to confuse the amount of energy a system uses with the amount it produces. If students struggle with the calculations, it may help if they make a table with column headings like “energy used” and “energy produced” so they can fill in the values they know for each system and calculate the unknown ones.
Student-Facing Statement
A homeowner wants to replace their old heating system. Energy is measured in kilowatt-hours (kWh). It takes about 11,700 kWh of energy to heat the house for the winter. The current heating system uses natural gas and is 60% efficient, which means that for every 100 kWh of natural gas it uses, it produces 60 kWh of heat. With the homeowner’s current system, it costs
$
975 to heat the house. Assume that natural gas costs
$
0.05/kWh and electricity costs
$
0.21/kWh.
The homeowner also has an air conditioner that uses 2,500 kWh of electricity per year and produces 290 kWh of cooling for every 100 kWh it uses. They also have a water heater that uses 4,300 kWh of electricity per year and produces 90 kWh of heat for every 100 kWh it uses. These systems could also be replaced if there is a cheaper option, but it isn’t necessary.
Here are three other types of heating systems the homeowner could replace their current system with:
A new furnace which also runs on natural gas and is more efficient. For every 100 kWh of natural gas it uses, it produces 95 kWh of heat. This system costs
$
5,000 to install.
A geothermal heat pump. This system uses electricity instead of natural gas, but it produces 4 kWh of heat for every 1 kWh of electricity it uses. It costs
$
14,000, but it’s very low-maintenance and it also replaces the air conditioner and water heater.
A grid-tied solar array. This system is connected to the electrical grid so that when it generates more energy than the house needs, the extra electricity can be sold back to the grid. Over the whole year, the house will use as much electricity as is sold back, which means the homeowner would basically be heating and cooling the house for free. It costs
$
16,000 to install.
Which system would you recommend? Make a graph to convince the homeowner to switch to this system.
How long will it take to save as much money as the new system cost?


aligns: yes