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: 
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_pos_0

6

fl_problem_001097_pos_0

7

fl_problem_001392_pos_0

8
standard_description: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
problem_activity: Narrative
The purpose of this activity is for students to
learn a new center called Greatest of Them All. Students use digit cards to create the greatest possible number. As each student draws a card, they choose where to write it on the recording sheet. Once a digit is placed, it can’t be moved. Students compare their numbers using <, >, or =. The player with the greater number in each round gets a point. Students think strategically about place value when they decide how to use the first of the 2 cards they draw (MP7).
Students should remove cards that show 10 from their deck.
Action and Expression: Internalize Executive Functions.
Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory, Organization
Required Materials
Materials to Gather
Number cards 0–10
Materials to Copy
Greatest of Them All Stage 1 Recording Sheet
Launch
Groups of 2
Give each group a set of number cards and two recording sheets.
Ask students to remove the cards with the number 10.
“We are going to learn a new center called Greatest of Them All. You and your partner both make a two-digit number. Try to make the greatest number you can because the player with the greater number wins. Let’s play one round together.”
Display the number cards and recording sheet.
Invite a student to act as your partner.
Choose a number card.
“I can decide where to place this digit on the recording sheet. This digit can be my ones or my tens, but once I place it, it cannot be moved.”
“Where would you place this number on the recording sheet? Why would you place it there?” (I would put it in the tens place because 6 is a high number and I want to have a lot of tens. I would put this number in the ones place because I want to try to get a greater number for my tens.)
“After you place one number, your partner chooses a card and places the number on their recording sheet.”
Invite your partner to choose a card and decide where they will place the number.
Repeat until each of you has a two-digit number.
“Now we compare our numbers. Who has the greater number? How do you know?”
“Finally, we write a comparison using <, >, or =.”
Demonstrate writing the comparison statement on the recording sheet.
“The player with the greater number gets a point. Continue playing until someone reaches 5 points.”
Activity
10 minutes: partner work time
Activity Synthesis
Display a recording sheet with a 5 in the tens place for one partner and the rest blank.
“My partner has a 5 in the tens place. I choose a card and see that it is a 6. Where should I place the 6? Why would you place it there?” (Place it in the tens place because 6 tens is more than 5 tens so the number in the ones place won't matter. You will have the greater number.)


aligns: no