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: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
problem_activity: Activity
The purpose of this activity is for students to practice interpreting the solution of an inequality, especially those involving negative numbers. Students also practice representing inequalities written in natural language with symbols and number lines, and connecting the solution of an inequality with a number line. The work in this activity will be useful when students solve more complex inequalities in the associated Algebra 1 lesson.
Student Facing
Solve each inequality. Then, check your answer using a value that makes your solution true.
\(\text-2x<4\)
Solve the inequality.
Check your answer using a value that makes your solution true.
\(3x+5>6x-4\)
Solve the inequality.
Check your answer using a value that makes your solution true.
\(\text-3(x+1)\geq13\)
Solve the inequality.
Check your answer using a value that makes your solution true.
For each statement:
Use a number line to show which values satisfy the inequality.
Express the statement symbolically with an inequality.
The elevator can lift up to 1,200 pounds. Let
\(x\)
represent the weight being lifted by the elevator.
[IMG]
Over the course of the senator's term, her approval rating was always around 53% ranging 3% above or below that value. Let
\(x\)
represent the senator’s approval rating.
[IMG]
There's a minimum of 3 years of experience required. Let
\(x\)
represent the years of experience a candidate has.
[IMG]
Student Response
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Activity Synthesis
The goal of this discussion is to help students make sense of their solutions. Here are questions for discussion:
"After you checked your answers using a value from your solution, did any of your answers change?" (Yes. Initially I thought the solution was
\(x <\text-2\)
, but I used
\(\text-3\)
to check my answer and realized it was incorrect. When I substituted
\(\text-3\)
for
\(x\)
in the original inequality, I got
\(6<4\)
which is not true. This reminds me to change the inequality symbol when I multiply or divide by a negative number.)
"Could the elevator hold 1,300 pounds?" (No. It holds
up to
1,200, so this is the largest amount the elevator can hold.)
"Could the senator’s approval rating be 54%?" (Yes. The situation says the approval rating can be 3 points above and below 53%, and 54% fits that requirement.)
"How can the number line be useful in writing the solution to an inequality?" (It helps to see which values are included in the solution and which are not. It can also be used to check your answer after you solve an inequality.)
"On the graph of the minimum years of experience for a candidate, does it make sense to have an upper bound? What examples can you think of that would make this situation have an upper bound?" (Yes, because realistically a person cannot have infinity years of experience and that is what the current graph of the inequality reprsents. For example, many people retire after a certain age, so it would be hard for someone to have more than 50 years of experience. Also, the average lifespan is about 110 and people ususally start working as teens or young adults, so this creates another limit on how many years of experience someone can actually have.)


aligns: no