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: 
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_pos_0

7

fl_problem_001392_neg_0

8
standard_description: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
- An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
- An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
problem_activity: Narrative
The purpose of this activity is for students to represent addition and subtraction equations on a number line. Students consider where to begin and in which direction to draw their arrows in order to accurately represent the operation in the given equation. Throughout the activity, encourage students to explain how they know their representation matches the equation. Listen for the way they explain how they know where to start and end their arrow, which direction they draw their arrow, and how they connect the length the jump represents to the equation (MP3).
MLR8 Discussion Supports.
Display sentence frames to support partner discussion: “Our number lines are the same because…”. “Our number lines are different because…”.
Advances:Speaking, Conversing
Launch
Groups of 2
“We have seen addition and subtraction equations represented on a number line. How can you tell whether a number line is representing addition or subtraction?” (Look at the direction of the arrow.)
30 seconds: quiet think time
Share responses.
Activity
“Now you are going to represent some equations on number lines. Be sure others will be able to tell from looking at your number line whether you are representing addition or subtraction.”
8 minutes: independent work time
Monitor for students who:
Mark the first number and last number in each equation with a point first. Then draw their arrow to match the operation.
Locate the first number in the equation, count a number of spaces forward or backward to match the operation, and draw an arrow to connect the two numbers.
“Compare your number lines with your partner. Explain how you know your representation matches the equation.”
3 minutes: partner discussion
Student Facing
Represent each equation on the number line.
\(15 + 7 = 22\)
[IMG]
\(18 - 6 = 12\)
[IMG]
\(46 + 7 = 53\)
[IMG]
\(33 - 9 = 24\)
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If a student's number line representation doesn't match the equation, consider asking:
“Will you please explain your representation?”
“How did you decide where to start or end on the number line?”
“How did you decide which direction to draw your arrow?”
Activity Synthesis
Display the equation and blank number line for
\(15 + 7 = 22\)
.
Invite previously selected students to share how they represented the equation on the number line.
Consider asking:
“How do you see each number in the equation in ____’s representation?”
“How do you know ___’s representation matches the operation (addition or subtraction)?”
As time permits, continue with the other equations.


aligns: no