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: Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
problem_activity: Activity
The goal of this task is to experiment with rigid motions to help visualize why alternate interior angles (made by a transversal connecting two parallel lines) are congruent. This result will be used in a future lesson to establish that the sum of the angles in a triangle is 180 degrees. The second question is optional if time allows. This provides a deeper understanding of the relationship between the angles made by a pair of (not necessarily parallel) lines cut by a transversal.
Expect informal arguments as students are only beginning to develop a formal understanding of parallel lines and rigid motions. They have, however, studied the idea of 180 degree rotations in a previous lesson where they used this technique to show that a pair of vertical angles made by intersecting lines are congruent. Consider recalling this technique especially to students who get stuck and suggesting the use of tracing paper.
Given the diagram, the tracing paper, and what they have learned in this unit, students should be looking for ways to demonstrate that alternate interior angles are congruent using transformations. Make note of the different strategies (including different transformations) students use to show that the angles are congruent and invite them to share their strategies during the discussion. Approaches might include:
A 180 degree rotation about
\(M\)
First translating
\(P\)
to
\(Q\)
and then applying a 180-degree rotation with center
\(Q\)
Teacher Notes for IM 6–8 Math Accelerated.
Adjust this activity to 10 minutes.
Launch
Provide access to geometry toolkits. Tell students that in this activity, we will try to figure out why we saw all the matching angles we did in the last activity.
Action and Expression: Develop Expression and Communication
. Invite students to talk about their ideas with a partner before writing them down. Display sentence frames to support students when they explain their ideas. For example, “First, I _____ because...”, “I noticed _____ so I...”, “Why did you...?”, “I agree/disagree because….”
Supports accessibility for: Language; Organization
Student Facing
[IMG]
Lines
\(\ell\)
and
\(k\)
are parallel and
\(t\)
is a transversal. Point
\(M\)
is the midpoint of segment
\(PQ\)
.
Find a rigid transformation showing that angles
\(MPA\)
and
\(MQB\)
are congruent.
In this picture, lines
\(\ell\)
and
\(k\)
are no longer parallel.
\(M\)
is still the midpoint of segment
\(PQ\)
.
[IMG]
Does your argument in the earlier problem apply in this situation? Explain.
Student Response
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Activity Synthesis
Select students to share their explanations. Pay close attention to which transformations students use in the first question and make sure to highlight different possibilities if they arise. Ask students to describe and demonstrate the transformations they used to show that alternate interior angles are congruent.
Highlight the fact that students are using many of the transformations from earlier sections of this unit. The argument here is especially close to the one used to show that vertical angles made by intersecting lines are congruent. In both cases a 180 degree rotation exchanges pairs of angles. For vertical angles, the center of rotation is the common point of intersecting lines. For alternate interior angles, the center of rotation is the midpoint of the transverse between the two parallel lines. But the structure of these arguments is identical.
Speaking: MLR8 Discussion Supports.
Use this routine to amplify students’ mathematical uses of language when describing and demonstrating transformations used for showing alternate interior angles are congruent. After a student shares their response, invite another student to repeat the reasoning using the following mathematical language: vertical angles, 180 degree rotation, center of rotation, intersecting lines, midpoint, parallel lines. Invite all students to chorally repeat the phrases that include these words in context.
Design Principle(s): Support sense-making, Optimize output (for explanation)


aligns: no