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 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_pos_0

6

fl_problem_001097_pos_0

7

fl_problem_001392_pos_0

8
standard_description: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.
problem_activity: Narrative
The purpose of this activity is for students to write numbers between 95 and 120. Groups create posters that show a drawing of how they counted their animal measurements from the last activity. Groups should not write a number for the final measurement on the poster. Students do a gallery walk to interpret each representation and record the count with a number in their workbooks. Group members then compare their counts and written numbers.
When students look at the different representations and determine the length of each animal, they may notice that the representation may help to accurately find the value. For example, students may draw groups of 10 cubes rather than every individual cube (MP7).
This activity uses
MLR7 Compare and Connect
. Advances:
representing, conversing.
Required Materials
Materials to Gather
Tools for creating a visual display
Launch
Groups of 3
Give each group tools for creating a visual display.
Activity
MLR7 Compare and Connect
“Create a poster to show how you counted the cubes you used to measure the length of the animal in the measuring animals activity. Do not write the number of cubes your animal measured on your poster.”
5 minutes: group work time
“Now we will do a gallery walk to see different representations of your measurements. As you look at each poster, use the representation to determine the length of the animal. Write the number of cubes that represents its length in your book.”
7 minutes: gallery walk
Student Facing
For each animal, write the number of cubes that represent its length.
The beaver is ______________________ long.
The dog is ______________________ long.
The giant anteater is ______________________ long.
The raccoon is ______________________ long.
The red fox is ______________________ long.
The snake is ______________________ long.
[IMG]
Student Response
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Activity Synthesis
Display the snake and giant anteater posters.
“How do I write the number that represents the length of the snake?”
“Where do you see 100 in this poster? Where do you see 5?”
Repeat for giant anteater.


aligns: no