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: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
problem_activity: Activity
The purpose of this lesson is to increase fluency in solving equations. Students will solve equations individually and then compare differing, though accurate, solution paths in order to compare their work with others. This will help students recognize that while the final solution will be the same, there is more than one path to the correct answer that uses principles of balancing equations learned in previous lessons.
Launch
Arrange students in groups of 3–4. Give students quiet think time to complete the activity and then tell groups to share how they solved the equations for
\(x\)
and discuss the similarities and differences in their solution paths.
Representation: Internalize Comprehension.
Activate or supply background knowledge about solving equations. Encourage students to use previously solved equations as guidelines to determine appropriate steps.
Supports accessibility for: Memory; Conceptual processing
Representing, Conversing: MLR2 Collect and Display.
As groups discuss their work, circulate and listen for the language students describe the similarities and differences in their solution paths. Write down different solution paths that led to the same result in a visual display. Consider grouping words and phrases used for each step in different areas of the display (e.g., “multiply first”, “divide first”, “subtract
\(x\)
from the right”, “add
\(x\)
from the left”). Continue to update the display as students move through the activity, and remind them to borrow from the display while discussing with their group. This will help students develop their mathematical language around explaining different solution paths to solving equations.
Design Principle(s); Maximize meta-awareness
Student Facing
Solve these equations for
\(x\)
.
1.
\(\frac{12+6x}{3}=\frac{5-9}{2}\)
2.
\(x-4=\frac13(6x-54)\)
3.
\(\text-(3x-12)=9x-4\)
Student Response
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Student Facing
Are you ready for more?
I have 24 pencils and 3 cups. The second cup holds one more pencil than the first. The third holds one more than the second. How many pencils does each cup contain?
Student Response
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for free access to Extension Student Response.
Activity Synthesis
Students should take away from this activity the importance of using valid steps to solve an equation over following a specific solution path. Invite students to share what they discussed in their groups. Consider using some of the following prompts:
“How many different ways did your group members solve each problem?”
“When you compared solution paths, did you still come up with the same solution?” (Yes, even though we took different paths, we ended up with the same solutions.)
“How can you make sure that the path you choose to solve an equation is a valid path?” (I can use the steps we discovered earlier when we were balancing: adding the same value to each side, multiplying (or dividing) by the same value to each side, distributing and collecting like terms whenever it is needed.)
“What are some examples of steps that will not result in a valid solution?” (Performing an action to only one side of an equation and distributing incorrectly will give an incorrect solution.)


aligns: no