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 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: 
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_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
problem_activity: Activity
In later lessons, students will encounter situations in which they need to figure out if they have enough information to be sure two triangles are similar, based on angle measure alone. This activity introduces that concept as students grapple with whether the given information is enough to figure out that at least two pairs of corresponding angles are congruent.
Students will need to use their knowledge of the Triangle Angle Sum Theorem to figure out the third angle in each triangle.
Launch
Speaking, Reading: MLR5 Co-Craft Questions.
Use this routine to increase awareness of the language used to talk about the features of similar triangles. Before revealing the questions in this activity, display the image of both triangles. Ask students to write down possible mathematical questions that could be asked about the image. Invite students to compare their questions before revealing the actual questions. Listen for and amplify any questions about the features of both triangles. For example, “Are the triangles similar?”, “What are the values of
\(x\)
and
\(y\)
?”, and “What are the measures of the missing angles?”
Design Principle(s): Maximize meta-awareness; Support sense-making
Student Facing
Here are 2 triangles. One triangle has a 60 degree angle and a 40 degree angle. The other triangle has a 40 degree angle and an 80 degree angle.
[IMG]
Explain how you know the triangles are similar.
How long are the sides labeled
\(x\)
and
\(y\)
?
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
Under what conditions is there an Angle-Angle Quadrilateral Similarity Theorem? What about an Angle-Angle-Angle Quadrilateral Similarity Theorem? Explain or show your reasoning.
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
If students are struggling unproductively, ask them to share what’s hard about this problem. (I’m stuck because I don’t have two pairs of corresponding angles.) Then ask them if it’s possible to find another corresponding angle using the information provided. (Yes, using the Triangle Angle Sum Theorem to figure out the third angle and check if the third pair of angles might be congruent.)
Activity Synthesis
The key idea is that the Triangle Angle Sum Theorem allows us to use the Angle-Angle Triangle Similarity Theorem even when we haven’t been given two pairs of congruent corresponding angles. Invite students to explain how they could tell the triangles were similar.


aligns: no