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: 
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_pos_0

7

fl_problem_001392_pos_0

8
standard_description: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
problem_activity: Activity
The purpose of this activity is for students to recognize that multiplying an equation by a value results in the same solution. This will be useful when transforming equations for the elimination method of solving systems of equations in the supported Algebra lesson. Students will work in pairs and each partner is responsible for answering the questions in either column A or column B. Although each row has two different problems, they share the same answer. Ensure that students work their problems out independently and collaborate with one another when they do not arrive to the same answers. Students construct viable arguments and critique the reasoning of others (MP3) when they resolve errors by critiquing their partner's work or explaining their reasoning.
Launch
Arrange students in groups of two. In each group, ask students to decide who will work on column A and who will work on column B. If students are unfamiliar with the row game structure, demonstrate the protocol before they start working.
Student Facing
Work independently on your column. Partner A completes the questions in column A only and partner B completes the questions in column B only. Your answers in each row should match. Work on one row at a time and check if your answer matches your partner’s before moving on. If you don’t get the same answer, work together to find any mistakes.
Solve each equation.
| **          row         ** |         column A          |         column B          |
|----------------------------|---------------------------|---------------------------|
| **           1          ** |        \(3x-1=5\)         |        \(6x-2=10\)        |
| **           2          ** |   \(4(x+1) = 3x - 12\)    |     \(4x+4 = 3(x-4)\)     |
| **           3          ** |      \(14x+10=4x+6\)      |      \(7x+5 = 2x+3\)      |
| **           4          ** |        \(6x+3=33\)        |        \(4x+2=22\)        |
| **           5          ** | \(4x + 5y = 2 - 4x + 5y\) | \(4x + 9y = 2 + 9y - 4x\) |
| **           6          ** |     \(2x + 6y = 10\)      |     \(5x + 15y = 25\)     |
Student Response
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Activity Synthesis
The purpose of the discussion is to notice that equations that have been multiplied by the same value have the same solution.
Consider asking students to explain why their solutions might be the same for each row.
For each row, the two equations are equivalent. Sample responses for each row:
The equation in column B is 2 times the equation in column A.
In each column, one side of the equation is the distributed form of the same side of the equation in the other column.
The equation in column B is
\(\frac{1}{2}\)
of the equation in column A.
The equation in column B is
\(\frac{2}{3}\)
of the equation in column A.
The equation in column B has
\(4y\)
added to both sides of the equation from column A.
The equation in column B is
\(\frac{5}{2}\)
of the equation in column A.
While there may be other valid ways of connecting the equations (for example, in row 4, dividing the equation in column A by 3 and dividing the equation in column B by 2 result in the same equation), encourage students to recognize that there is a single multiple of one equation that results in the other equation.


aligns: no