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 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: 
Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

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: 
No. Completing neither of these problems requires replacing one equation by the sum of that equation and a multiple of the other equation.

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_neg_0

7

fl_problem_001392_neg_0

8
standard_description: Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation.
problem_activity: Warm-up
The purpose of this warm-up is for students to begin to see the need for samples of data when the population is too large. In this activity, students are asked to think about a question involving all the students at their school and compare the question to an earlier lesson in which the population was small and it was easy to obtain data for the entire population.
Teacher Notes for IM 6–8 Accelerated
The activity referring to song lengths in the second question is not included in IM 6–8 Math Accelerated. If necessary, tell students that the albums each contained either 7 or 8 songs.
Launch
Give students 2 minutes of quiet work time followed by a whole-class discussion.
Student Facing
Consider the question: In general, do the students at this school have more letters in their first name or last name? How many more letters?
What are some ways you might get some data to answer the question?
The other day, we compared the heights of people on different teams and the lengths of songs on different albums. What makes this question about first and last names harder to answer than those questions?
Student Response
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Activity Synthesis
The purpose of the discussion is to highlight the methods of getting data for the school more than it is the method of computing the answer.
Select some students to share their responses.
Students who have elected to sum all the letters in the first names in the school and all the letters in the last names in the school may note that it is a simple comparison to tell whether there are more in first or last names, since you get one single large number for each group. (Comparing data sets.)
Students who have elected to calculate the mean for each group and use MAD as a method of comparison may note that while the calculations may take more time, they give you more precise information, such as knowing about how long first names and last names are, as well as a way to compare the two sets. (Using the general rule from the previous lesson.)
Students who suggest surveying a small group of students may point out that it would be easier to do the calculation with a smaller group.  The information would not be as accurate, but it would take a lot less time and might give a good general idea. It would depend on how accurate you needed your answer to be.  (Introduction to sampling.)


aligns: no