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: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
problem_activity: Narrative
The purpose of this activity is for students to choose methods flexibly for finding the value of differences. Students might subtract by place, count on, or make an easier problem. There is no right answer to which method should be used for each problem. Students should choose a method that makes sense to them and justify their choice (MP3).
Engagement: Provide Access by Recruiting Interest.
Provide choice. Invite students to decide the order of the problems to complete the task. They can choose to work through in any order.
Supports accessibility for: Social-Emotional Functioning, Organization
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
“We’ve learned how to decompose units to subtract by place and different ways to represent that. We’ve also learned other methods for subtracting. We use them when they make sense to us or when they make sense for the numbers in an expression.”
Activity
“Find the value of each expression using a method that makes sense to you. You’ll have a chance to share your work with others.”
6 minutes: independent work time
Monitor for expressions that most students find the same way and expressions that many students find in different ways.
“Find a partner who found the value of _____ the same way as you.”
1–2 minutes: partner discussion
“Now find a partner that found the value of _____ in a different way than you. Share your thinking.”
2–3 minutes: partner discussion
Repeat for additional expressions as desired.
Student Facing
Find the value of each expression in a way that makes sense to you. Show your thinking. Organize it so it can be followed by others.
\(535 - 214\)
\(700 - 589\)
\(683 - 398\)
\(918 - 608\)
\(735 - 457\)
\(602 - 487\)
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Advancing Student Thinking
If students use the same method for each problem, ask students to think about how they could use Jada’s way to find the value of
\(701 - 599\)
. Consider asking:
“What do you notice about the numbers in this expression that makes it easier to use Jada’s way?”
“What other expressions do you see where you might try Jada’s way?”
Activity Synthesis
Have 3–4 students share a method or representation that someone they talked to shared.
“What methods or representations do you want to try more?”


aligns: yes