few_shots: 
Example 1:
Concept/skill: 
Recognize and represent proportional relationships between quantities.

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: 
No. Usually problems that teach recognizing and representing proportional relationships between quantities involve deciding whether two quantities are in a proportional relationship or identifying the constant of proportionality, and then representing proportional relationships by equations or explaining proportional relationship using coordinate graphs.

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_neg_0

6

fl_problem_001097_pos_0

7

fl_problem_001392_pos_0

8
standard_description: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
problem_activity: Activity
In this activity students continue the work of generating equivalent expressions as they decide where to place a set of parentheses and explore how that placement affects the expressions.
Launch
Arrange students in groups of 2. Tell students to first complete both questions independently. Then, trade one of their expressions with their partner. The partner’s job is to decide whether the new expression is equivalent to the original or not, and explain how they know.
Student Facing
Diego was taking a math quiz. There was a question on the quiz that had the expression
\(8x - 9 - 12x + 5\)
. Diego’s teacher told the class there was a typo and the expression was supposed to have one set of parentheses in it.
Where could you put parentheses in
\(8x - 9 - 12x + 5\)
to make a new expression that is still equivalent to the original expression? How do you know that your new expression is equivalent?
Where could you put parentheses in
\(8x - 9 - 12x + 5\)
to make a new expression that is not equivalent to the original expression? List as many different answers as you can.
Student Response
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Anticipated Misconceptions
Students may not realize that they can break up a term and place a parentheses, for example, between the 8 and
\(x\)
in the term
\(8x\)
. Clarify that they may place the parentheses anywhere in the expression.
Activity Synthesis
Questions for discussion:
“How can you write the original expression in different ways with fewer terms?” (
\(\text-4x-4\)
,
\(\text-4(x+1)\)
,
\(4(-x-1)\)
)
“Where did you place the parentheses to create an equivalent expression?”
“Share other ways you placed parentheses and the resulting expression with fewer terms.”
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary.  Include the following terms and maintain the display for reference throughout the unit: parenthesis. The display should include examples of how to create equivalent expressions using parentheses by breaking up the components. Be sure to emphasize how the placement of the parentheses affects the expression.
Supports accessibility for: Memory; Language
Speaking, Writing: MLR8 Discussion Supports.
When students interpret the new expression they receive, ask students to press their partner for more details in their explanations by challenging an idea, or asking for an example. Listen for, and amplify language students use to describe how the parentheses influence the resulting expression with fewer terms. This will help call students' attention to the types of details and language to look for to determine if an expression is equivalent to another or not.
Design Principle(s): Maximize meta-awareness; Support sense-making


aligns: yes