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.
[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_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the How Close center which was introduced in grade 1. In this stage, each student picks 7 cards and chooses 4 of them to create 2 two-digit numbers. Each student adds the numbers and the student whose sum is closest to 100 wins a point for the round. It is recommended that at this point in the year, students begin with a target number of 50 instead of 100 in this stage.
If students are not yet able to make 2 numbers that get close to 50, encourage them to choose 2 cards, make a 2 digit number and represent the number with cubes. Then determine how many more cubes they need to get to 50 and choose the 2 cards that will get closest to that number.
Representation: Internalize Comprehension.
Begin by asking, “Do you remember the game, ‘How Close?’” Invite students to recall strategies that helped them work within 20. Ask them to think about how the game will change when the target is 50.
Supports accessibility for: Memory, Attention, Organization
Required Materials
Materials to Gather
Number cards 0–10
Materials to Copy
How Close? Stage 3 Recording Sheet
Launch
Groups of 2
Give one set of digit cards to each group.
“Today we are going to play another game of How Close. This time we will play Close to 50.”
Display the digit cards at the top of the student page.
“We start with 7 cards again. Think about what cards you would choose to make 2 two-digit numbers that have a sum close to 50.”
1 minute: quiet think time
2-3 minutes: partner work time
Share responses.
“After you make your two-digit numbers, you will write an equation showing the sum.”
Demonstrate writing an equation on the recording sheet.
“Now, we see whose sum is closer to 50. Talk to your partner about how you could figure it out.” (You can count up or back from 50 and see whose number is closer.)
30 seconds: quiet think time
1 minute: partner discussion
“Then you will replace the cards you used and play again.”
Activity
"Now play How Close with your partner."
10 minutes: partner work time
Student Facing
[IMG]
[IMG]
[IMG]
[IMG]
[IMG]
[IMG]
[IMG]
Activity Synthesis
Display digit cards from the student page.
“Diego made the number 38. What number could Diego make next to get close to 50?”


aligns: no