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 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_neg_0

6

fl_problem_001097_pos_0

7

fl_problem_001392_pos_0

8
standard_description: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
problem_activity: Activity
The purpose of this activity is to review how to create a scatter plot using technology and come up with a function to model the data. This work is similar to the work in the associated Algebra 1 lesson, but includes more explicit instructions and steps toward analyzing data and choosing an appropriate model (MP4).
Launch
Display the table of data for all to see, and ask students whether they think a linear or exponential model would be a better fit for this data. After a minute of quiet think time, ask a few students to share their reasoning.
If needed, demonstrate using graphing technology to input the given data and create a scatter plot.
If the graphing technology platform you are using allows it, consider showing students how to create sliders. In Desmos, simply type
\(y=mx+c\)
in the expressions list, and then click “all” to add sliders for both
\(m\)
and
\(c\)
. You may need to adjust the maximum value of one or both sliders to be able to use them to create a good model for this data.
Student Facing
In the spring, an agave plant sends up a flower spike. Here are some data collected from an agave plant in a garden in Tucson, AZ, starting on April 2:
[IMG]
| day | height in inches |
|-----|------------------|
|  0  |        17        |
|  1  |        23        |
|  2  |        29        |
|  3  |        37        |
|  4  |        45        |
|  5  |        52        |
|  6  |        62        |
|  7  |        70        |
|  8  |        80        |
Use graphing technology to create a scatter plot, using days as the first coordinate and height as the second coordinate.
Would a linear or exponential model be a better fit for this data?
Create a function that is a good model for the data. If you chose an exponential model, start with the equation
\(y=a \boldcdot b^x\)
and select values for
\(a\)
and
\(b\)
. If you chose a linear model, start with the equation
\(y=mx+c\)
, and select values for
\(m\)
and
\(c\)
.
Graph your equation on that same coordinate plane as your scatter plot. Adjust the numbers you used in the equation to improve your model.
Explain what each number in your equation means in this situation.
Use your model to predict the height of the flower spike on day 10.
Describe any limitations on the domain of the function modeling the data.
Student Response
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for free access to Student Response.
Activity Synthesis
Display the scatter plot using technology. Explore some of the different equations students used as a model. Discuss which model is the better fit, and what makes a model a good fit. Invite students to share their responses to the last three questions.


aligns: no