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: 
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_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.
problem_activity: Warm-up
This warm-up reinforces students’ understanding about the relationship between the mean absolute deviation (MAD) and the spread of data. In the given scenarios, the number of people attending the two events and their mean age are the same, but the MADs are different. In the first question, students interpret these measures in the context of the situations. In the second, they draw a dot plot that could represent an age distribution with the same mean and yet another MAD.
As students work and discuss, identify several students who drew dot plots that correctly meet the criteria in the second question. Ask students with different dot plots to share during whole-class discussion.
Students may need more time to make sense of how to generate their own dot plot for the second question. If it is not possible to give students additional time, consider presenting the second question at a different time.
Launch
Arrange students in groups of 2. Give students 1 minute of quiet think time for the first question, and then 2–3 minutes to work on the second question with a partner. Display the following questions for all to see. Ask students to think about and discuss them before drawing their dot plots:
“How many data points should be on the dot plot?”
“How would the mean help us place the data points?”
“How would the MAD help us place the data points?”
“How should our dot plot compare to the dot plots of data sets A and B?”
Student Facing
Here are two dot plots and two stories. Match each story with a dot plot that could represent it. Be prepared to explain your reasoning.
[IMG]
Twenty people—high school students, teachers, and invited guests—attended a rehearsal for a high school musical. The mean age was 38.5 years and the MAD was 16.5 years.
High school soccer team practice is usually watched by supporters of the players. One evening, twenty people watched the team practice. The mean age was 38.5 years and the MAD was 12.7 years.
Another evening, twenty people watched the soccer team practice. The mean age was similar to that from the first evening, but the MAD was greater (about 20 years).
Make a dot plot that could illustrate the distribution of ages in this story.
[IMG]
Student Response
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Activity Synthesis
Poll students on their response to the first question. Ask a student to explain how they matched one context to its dot plot and another student to explain the second matching context and dot plot. Record and display their responses for all to see. If possible, record their responses directly on the dot plots.
Ask selected students to share their dot plots for the second question and their reasoning. To involve more students in the conversation, consider asking some of the following questions:
“What was the first piece of information you used to draw your dot plot? Why?”
“How did you decide where to place your dots?”
“How is your dot plot the same or different than the first evening of soccer practice?”
“Do you agree or disagree with this representation of the context? Why?”
“Do you have any questions to ask the student who drew the dot plot?”


aligns: no