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: 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
In this activity, students first encounter exponential expressions with variables.
Launch
Recall with students that when we write
\(6x^2\)
, we mean to multiply 6 by the result of
\(x^2\)
. Remind them that the number part of such a product is called the
coefficient
of the expression, so in this example, 6 is the coefficient of
\(x^2\)
.
Give students 5 minutes of quiet work time to evaluate the expressions. Follow with whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. After students have evaluated the first 2-3 expressions, check-in with either select groups of students or the whole class. Invite students to share the strategies they have used so far as well as any questions they have before continuing.
Supports accessibility for: Organization; Attention
Student Facing
Evaluate each expression for the given value of
\(x\)
.
\(3x^2\)
when
\(x\)
is 10
\(3x^2\)
when
\(x\)
is
\(\frac19\)
\(\frac{x^3}{4}\)
when
\(x\)
is 4
\(\frac{x^3}{4}\)
when
\(x\)
is
\(\frac12\)
\(9+x^7\)
when
\(x\)
is 1
\(9+x^7\)
when
\(x\)
is
\(\frac12\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may use the wrong order when evaluating expressions, such as in multiplying by 3 first in
\(3x^2\)
and then squaring. Have them recall the last lesson where they practiced applying the agreed on order of operations in numeric expressions.
Students may interpret an expression like
\(3x\)
as meaning 3 next to the digit
\(x\)
instead of as multiplication. For example, students may think that
\(3x\)
means 35 instead of 15 when
\(x=5\)
. Discuss how the shorthand notation of coefficients next to variables with no symbols between them tells us to multiply, and that it will simplify future work with expressions and equations.
Activity Synthesis
The purpose of the discussion is to ensure that students understand how to evaluate expressions with variables for a given value of the variable. It is also an opportunity for students to practice interpreting and using vocabulary like
coefficient, variable,
power,
and
exponent
.
Some guiding questions:
"In each expression, what is the coefficient?" (3, 3,
\(\frac14\)
,
\(\frac14\)
, 1, 1.)
"Choose one of the expressions. Describe the steps that you carried out to evaluate the expression." (Sample response: I rewrote
\(9+x^7\)
as
\(9+\left(\frac12\right)^7\)
. I needed to first evaluate the exponent. I knew that
\(\left(\frac12\right)^7\)
means
\(\frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12\)
, which is
\(\frac{1}{128}\)
. So then I wrote
\(9 + \frac{1}{128}\)
, which can also be written
\(9\frac{1}{128}\)
.
"How is evaluating the expressions when
\(x\)
is a fraction similar to when
\(x\)
is a whole number?  How is it different?" (It's similar because you're still just multiplying
\(x\)
by itself a certain number of times. It's different because multiplying a fraction by a fraction is a bit more complicated than multiplying a whole number by itself.)
Speaking, Writing: MLR8 Discussion supports.
Use this to amplify mathematical uses of language to communicate about how to evaluate exponential expressions. Revoice the term “coefficient” during student discussion and press for detail when identifying the coefficients and the order in which they are multiplied in each expression.
Design Principle(s): Support sense-making


aligns: no