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 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: 
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_pos_0

7

fl_problem_001392_neg_0

8
standard_description: Solve linear equations in one variable.
problem_activity: Problem 1
At the candy store, M&Ms and Skittles are sold for $0.50 per ounce. Kevita puts some M&Ms in a bag and then adds 8 ounces of Skittles. The total cost for her bag of candy is $6.50.
Kevita and Mary write the equation
$${0.5(x+8)=6.50}$$
to represent the situation, where
$$x$$
represents the number of ounces of M&Ms.
Kevita says that to solve this equation, you first distribute the
$$0.5$$
through the parentheses to get
$${0.5x+4=6.50}$$
.
Mary says that to solve this equation, you first divide by
$$0.5$$
on both sides to get
$${x+8=13}$$
.
Do you agree with either Kevita or Mary? Why? Finish solving the problem to find out how many ounces of M&Ms Kevita put in her bag of candy.
Problem 2
The taxi fare in Gotham City is $2.40 for the first
$${1 \over 2}$$
mile and additional mileage is charged at the rate of $0.20 for each additional 0.1 mile. You plan to give the driver a $2 tip. How many miles can you ride for $10?
What are two different ways you can solve this problem?
Problem 3
The ages of three cousins are consecutive integers. The sum of their ages is 45. Calculate their ages.
a.   Draw a tape diagram to represent the ages of the cousins.
b.   Let the youngest cousin's age be represented as
$$x$$
years old. Write and solve an equation to find the ages of the cousins.


aligns: no