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: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
problem_activity: Activity
This activity continues work done in the previous lesson that connected various representations of proportional relationships including images, equations, and descriptions. In this activity students match diagrams, descriptions, and equations that represent a proportional relationship, involving variables
\(x\)
and
\(y\)
. Students then create their own diagram to represent an equation.
Identify students that create diagrams representing each of the unmatched equations, so they can share their work during the discussion.
Launch
Give students 7–10 minutes of quiet think time on the questions. Follow with whole-class discussion.
Representation: Internalize Comprehension.
Begin the activity with concrete or familiar contexts. For example, display a tape diagram with concrete values for
\(x\)
and
\(y\)
such as 20 and 15 respectively. Ask students “How much did 20 decrease by to get to 15?” Highlight the connections between the concrete and abstract tape diagrams. In the concrete tape diagram, 20 decreased by
\(\frac{1}{4}\)
to get 15. In the abstract tape diagram,
\(x\)
also decreased by
\(\frac{1}{4}\)
to get
\(y\)
.
Supports accessibility for: Conceptual processing; Memory
Student Facing
Match each diagram with a description and an equation.
Diagrams:
[IMG]
Descriptions:
An increase by
\(\frac14\)
An increase by
\(\frac13\)
An increase by
\(\frac23\)
A decrease by
\(\frac15\)
A decrease by
\(\frac14\)
Equations:
\(y=1.\overline{6}x\)
\(y=1.\overline{3}x\)
\(y=0.75x\)
\(y=0.4x\)
\(y=1.25x\)
Draw a diagram for one of the unmatched equations.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Ask previously identified students to share their diagrams and explain how they represent the equation they chose. Then, ask students that did not share their diagrams to explain whether
\(x\)
(or
\(y\)
) is increased or decreased by some amount in the discussed equations.
Representing, Writing: MLR3 Clarify, Critique, Correct.
Present an incorrect diagram to represent one of the unused equations that reflects a possible misunderstanding from the class. For example, for the equation
\(y=0.75x\)
, draw a diagram where
\(y\)
is greater than
\(x\)
. Prompt students to identify the error, and then write a correct diagram to represent the equation. This will support students to understand the relationship between equations and diagrams.
Design Principle(s): Maximize meta-awareness


aligns: no