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: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
problem_activity: Narrative
The purpose of this activity is for students to add and subtract within 1,000. Students begin the activity by analyzing different expressions without adding or subtracting to determine which values they think would be the least and most challenging to find. In the synthesis, students share different reasons why sums and differences were chosen to be “least” and “most challenging” and different methods for finding the values of the expressions.
Although students may have many different reasons for why they think expressions are more or less challenging to find, the synthesis focuses on reasons based on composing or decomposing units. Discussing whether students will compose or decompose units will support students in fluently finding sums and differences within 100 in the next activity.
This activity uses
MLR8 Discussion Supports. Advances: speaking
Launch
Groups of 2
Activity
“Without finding the value of any of the sums or differences, read each expression and circle the two you think would be the most challenging to find the value of.”
3 minutes: independent work time
“Choose one of the expressions you circled and find the value. Then choose 2 other expressions and find their value.”
4 minutes: independent work time
“Share your work with your partner. Explain why you picked your expressions and the method you used to find the values.”
MLR8 Discussion Supports
Display sentence frames to support students when they explain their strategy:
“I picked _____ because . . . .“
“First, I _____ because . . . .”
“I noticed _____ so I . . . .”
4 minutes: partner discussion
Student Facing
A
\(102 + 341\)
G
\(64 + 37\)
B
\(385 - 124\)
H
\(302 - 198\)
C
\(611 - 45\)
I
\(73 - 27\)
D
\(87 + 38\)
J
\(685 + 279\)
E
\(571 - 268\)
K
\(320 + 509\)
F
\(885 - 142\)
L
\(53 + 52\)
Circle 2 sums or differences you think would be the most challenging to find. Find the value of one of these expressions. Show your thinking.
Choose 2 other expressions and find the values. Show your thinking.
Student Response
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for free access to Student Response.
Activity Synthesis
Poll the class. For each expression, ask students to “Show one finger if the expression was not challenging, two fingers if it was a little challenging, or three fingers if it was the most challenging to find.”
Consider displaying:
A, D, E, F, H, J
Stop for any expressions where there is a mix of ratings.
Consider asking:
“Why did you feel this expression is more challenging?”
“Who can share why this expression was less challenging?”
For expressions where most or all students felt the expression was most challenging, select students to share different methods for finding the value.
“All the expressions you felt were most challenging can become less challenging with practice and using what you know about place value.”


aligns: no