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: Represent data with plots on the real number line (dot plots, histograms, and box plots).
problem_activity: Activity
The goal of this activity is for students to learn how to calculate
standard deviation
(
\(\sigma\)
or
\(\sigma_x\)
) using technology. Standard deviation is a measure of variability. The work in this activity prepares students to be successful in a future Algebra 1 lesson when they have to calculate the standard deviation of data sets.
Launch
Allow students to work individually. If technology is limited, students can work in pairs. Provide access to devices that can run GeoGebra or other statistical technology. Demonstrate how to use the technology available in your classroom to compute the standard deviation of a data set. For the purposes of exploration, use the population standard deviation, often denoted
\(\sigma\)
or
\(\sigma_x\)
.
Student Facing
[IMG]
Movie A ratings on a 10 point scale:
9, 8, 10, 10, 7, 1, 8, 1, 2, 8
Movie B ratings on a 10 point scale:
9, 8, 8, 7, 9, 7, 7, 9, 7, 8
Restaurant A ratings on a 100 point scale:
88, 87, 89, 90, 87, 85, 88, 91, 86, 86, 88, 89
Restaurant B ratings on a 100 point scale:
90, 65, 89, 50, 94, 93, 95, 95, 75, 70, 88, 89
Calculate the mean and standard deviation for each data set.
Based on these statistics, which movie and restaurant would you choose? Explain your reasoning.
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
Select students to share their solutions. Ask students how the standard deviation influenced their preferred movie and restaurants.


aligns: yes