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: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
problem_activity: Activity
In this activity, students choose a graphing window to tell a particular story.
Launch
Continue access to graphing technology. Students may be ready to dive into the activity without much assistance, or may need to engage in a notice and wonder to familiarize themselves with the context and the information encoded in the equation and the graph.
Student Facing
Suppose
\(y=0.50d + 4\)
represents the cost of renting a car,
\(y\)
, as a function of miles driven,
\(d\)
. Here’s a graph representing the function.
[IMG]
What is the graphing window used for the given graph?
Find a graphing window so that:
It gives the impression that the charge per mile driven is very high and the total rental cost gets really expensive really fast.
It gives the impression that the charge for every mile driven is close to nothing and the total rental cost will be pretty low even if the car is driven many miles.
Student Response
Teachers with a valid work email address can
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Activity Synthesis
Invite selected students to share their responses. Questions for discussion:
“What adjustments to the graphing window make the cost seem lower? What adjustments make the cost seem higher?” (The graph in the second question make the cost seem lower, because the graph looks quite flat and close to the horizontal axis. The graph is the first question make the cost seem higher, because the graph looks quite steep.)
“For each situation, how did you decide whether to make the graph look flatter or steeper?” (I thought about whether the situation suggested the function should be increasing slowly or quickly.)
“What were some strategies to make the graph look flatter?” (Keep the domain the same or smaller, and make the range larger.)
“What were some strategies to make the graph look steeper?” (Keep the range the same, and make the domain larger.)
“In most graphing technology, you can zoom in or zoom out. Why might you want to set a specific graphing window, instead of zooming in or out?” (Zooming in or out often doesn’t change the overall shape of the graph, because the domain and range are being scaled by the same amount. Choosing a specific graphing window allows you more control over what is shown.)


aligns: no