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 to multiply a fraction or whole number by a fraction.

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: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

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_neg_0

7

fl_problem_001392_neg_0

8
standard_description: Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
problem_activity: Warm-up
The purpose of this warm-up is for students to revisit ideas they learned in the previous lesson about balanced hangers:
You can add or subtract the same thing on each side and the hanger stays in balance.
You can divide each side by the same number and the hanger stays in balance.
Launch
Give students 2 minutes of quiet work time followed by a whole-class discussion.
Student Facing
Figures A, B, C, and D show the result of simplifying the hanger in Figure A by removing equal weights from each side.
[IMG]
Here are some equations. Each equation represents one of the hanger diagrams.
\(2(x + 3y) = 4x + 2y\)
\(2y = x\)
\(2(x + 3y) + 2z = 2z + 4x + 2y\)
\(x + 3y = 2x + y\)
Write the equation that goes with each figure:
A:
B:
C:
D:
Each variable (
\(x\)
,
\(y\)
, and
\(z\)
) represents the weight of one shape. Which goes with which?
Explain what was done to each equation to create the next equation. If you get stuck, think about how the hangers changed.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Anticipated Misconceptions
Some students may think a variable stands for more than one object. Tell these students that a variable only stands for one object, as it also only represents one number.
Activity Synthesis
Ask students to explain how they decided on the matching equation. As students discuss the final questions, highlight responses that emphasize the same objects being removed from each side creates the next figure in line. The exception to this is the move from Hanger B to Hanger C, where the number of objects on each side is halved. Ask students to explain why this is an okay move, even though different objects are being removed from each side (1 square and 3 triangles on the left, 2 squares and 1 triangle on the right). Refer to MLR 2 (Collect and Display).


aligns: no