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 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_neg_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
problem_activity: Optional activity
This activity is optional due to time considerations. The purpose of this activity is for students to reason about whether given values make an inequality true and justify their answers using inequality statements and graphs (MP3). Students explored this concept in the previous activity, so they should work to articulate how they check if a number is a solution to an inequality statement and an inequality on a number line.
Students will play a game to practice this skill. The game’s goal is for one student to guess a mystery number using as few inequalities as possible. To create a class competition, keep track of how many inequalities each group uses for each number and display scores after each round. The winning group is the group with the lowest score.
Launch
Arrange students in groups of 4. As students read the game instructions with their group, give each group 1 set of inequalities and 1 set of numbers, pre-cut from the blackline master. Review the game instructions as a whole class. Students will play 1 round and then pause to reflect and plan strategies for the next rounds. Allow students 10 minutes of game time followed by a whole-class discussion.
Once student groups have completed one round of game play, pause the game and ask groups to reflect on their strategies. Groups should make a plan before continuing to the second round of the game. Post or ask these questions to guide a short discussion:
“Clue givers, how did you decide which inequalities would be the most helpful for your detective?”
“Clue givers, did you work together to decide which 3 clues to give or did you decide independently?”
“Detective, were some inequalities more helpful than others as you tried to guess the mystery number? If so, what made an inequality more helpful?”
Action and Expression: Internalize Executive Functions.
Begin with a small-group or whole-class demonstration of how to play the game. Check for understanding by inviting students to rephrase directions in their own words.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Your teacher will give your group two sets of cards—one set shows inequalities and the other shows numbers. Place the inequality cards face up where everyone can see them. Shuffle the number cards and stack them face down.
To play:
One person in your group is the detective. The other people will give clues.
Pick one number card from the stack and show it to everyone except the detective.
The people giving clues each choose an inequality that will help the detective identify the unknown number.
The detective studies the inequalities and makes three guesses.
If the detective does not guess the right number, each person chooses another inequality to help.
When the detective does guess the right number, a new person becomes the detective.
Repeat the game until everyone has had a turn being the detective.
Student Response
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Anticipated Misconceptions
Some groups may misunderstand the directions, thinking that each person giving clues is supposed to take a different number card from the stack. Explain to them that there is only one unknown number per round and everyone gives clues about this same number. When a new person becomes the detective, that is when a new number card is drawn.
Activity Synthesis
Once all students have had a turn as the detective, start a whole-class discussion. Ask groups to share their most successful strategies for choosing helpful clue inequalities as well as strategies for using those clues to guess the mystery number. Emphasize how students can check that a value is or is not a solution to an inequality: both symbolic statements (substitute the value and check that the resulting statement is true) and on the number line (plot the value to test and make sure that it falls within a shaded region).
Speaking: MLR8 Discussion Supports.
To support all students to participate in the discussion, provide students with sentence frames, such as “One strategy I used to choose a clue was _____” or “One way that I checked that a value was a solution to the inequality (number line representation) was to _____.” Ask them to complete one of the sentences in writing or share a completed response verbally with a partner.
Design Principle(s): Maximize meta-awareness


aligns: no