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: Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
problem_activity: Activity
Students continue to compare quadratic and exponential functions in this activity. This time, they decide how to compare the functions.
Monitor for different strategies students may use to compare the functions. Identify students who:
Create one or more tables of values and compare the values of
\(p(x)\)
and
\(q(x)\)
at increasingly large values of
\(x\)
.
Graph the functions defined by
\(p(x) = 6x^2\)
and
\(q(x) = 3^x\)
and compare the graphs.
Create one or more tables of values, calculate the growth factors at equal intervals of input, and then compare the growth factors.
If students choose graphing or spreadsheet tools strategically to perform comparisons, they practice MP5.
Launch
Ask students to observe the equations representing the two functions and determine which function is exponential and which is quadratic. Invite students to share how they know. Make sure students recognize that
\(p\)
is quadratic and
\(q\)
is exponential before they begin the activity.
Provide access to graphing technology and spreadsheet tools. This may be a good opportunity for students to experiment with the graphing window. If the horizontal dimension is very small (for example,
\(0<x<5\)
) or the vertical dimension is very large (for example,
\(0<y<3,\!000\)
), the two graphs will be hard to distinguish. As needed, remind students to think about adjusting the graphing window to make the graphs more informative.
Action and Expression: Provide Access for Physical Action.
Provide access to tools and assistive technologies such as a graphing calculator or graphing software. Some students may benefit from a checklist or list of steps to be able to adjust the graphing window to experiment with the horizontal and vertical dimensions.
Supports accessibility for: Organization; Conceptual processing; Attention
Student Facing
Here are two functions:
\(p(x) = 6x^2\)
and
\(q(x) = 3^x\)
.
Investigate the output of
\(p\)
and
\(q\)
for different values of
\(x\)
. For large enough values of
\(x\)
, one function will have a greater value than the other. Which function will have a greater value as
\(x\)
increases?
Support your answer with tables, graphs, or other representations.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Jada says that some exponential functions grow more slowly than the quadratic function
\(f(x)=x^2\)
as
\(x\)
increases. Do you agree with Jada? Explain your reasoning.
Let
\(f(x) = x^2\)
. Could you have an exponential function
\(g(x)=b^x\)
so that
\(g(x) < f(x)\)
for all values of
\(x\)
?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Select students to present their strategies in the sequence listed in the Activity Narrative. If no students chose to graph the functions, consider displaying the graphs for all to see.  By presenting strategies that involved calculation of growth factors last, students will deepen their understanding of why exponential values will eventually overtake the quadratic values.
Again, one way to make sense of why exponential functions eventually grow faster than quadratic functions is by thinking of the growth factors. The output of an exponential function always increases by the same factor when the input increases by 1 (for example, 3 for the exponential function
\(q\)
studied here). The output of a quadratic function, on the other hand, increases by smaller and smaller amounts when the input increases by 1. So even though a quadratic function may take larger values than an exponential function for many inputs, the values of the exponential function will eventually overtake the quadratic.
Conversing: MLR2 Collect and Display.
As students share their analysis with the class, listen for and collect the language students use to identify and describe how the output of the exponential function eventually outgrows that of the quadratic function. Write the students’ words and phrases on a visual display and update it throughout the remainder of the lesson. Remind students to borrow language from the display as needed. This will help students read and use mathematical language during their partner and whole-group discussions.
Design Principle(s): Maximize meta-awareness


aligns: no