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: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Narrative
In this activity, students reason about the relative size of decimals by locating them on a number line. As in a previous activity, they rely on their experience of locating fractions on a number line and the relationship of the decimal values relative to 0 and 1.
If desired and logistically feasible, consider carrying out the activity on a giant number line rather than on paper.
Stretch a long strip of tape across a wall, at least 8 or 10 feet long. Partition the tape into 12 equal intervals, using shorter pieces of tape as tick marks. Label the locations of 0 and 1.
Give each group of students 2–3 dot stickers, 4–5 sticky notes, and a thick marker.
Ask each group to write (on sticky notes) labels for two of the tick marks, with one sticky note for each label.
Assign each group one or two of the eight decimals in the second problem. Ask them to locate their assigned decimals on the number line, using dot stickers to mark the location and sticky notes to label them.
Action and Expression: Internalize Executive Functions.
Synthesis: Invite students to plan a strategy, including the tools they will use, for the first two steps of the activity. If time allows, invite students to share their plan with a partner before they begin.
Supports accessibility for: Organization, Social-Emotional Functioning
Launch
Groups of 3–4
Activity
If creating a giant number line, lead the activity as outlined in the Activity Narrative. Otherwise, ask students to work with their group on the first two problems.
Pause and discuss:
how students knew where to put each decimal
how the number line could help us see the least and greatest
“Take a few quiet minutes to complete the rest of the activity.”
5–6 minutes: independent work time
Student Facing
Label each tick mark on the number line with the number it represents.
[IMG]
Here are eight numbers.
0.10
0.40
0.80
1.10
0.15
0.45
0.75
1.05
Locate and label each number on the number line.
Which number is greatest? Which is least? Explain how the number line can help determine the greatest and least numbers.
Locate and label these numbers on the number line.
0.24
0.96
0.61
1.12
0.08
[IMG]
Use two numbers from the previous questions to complete each comparison statement so that it is true.
________ is greater than _______.
________ is less than _______.
________ is the greatest number.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
Students may be unsure whether to label the tick marks between 0 and 1 in terms of tenths or hundredths, or whether to use fraction or decimal notation. Consider asking: “What labels might be helpful for locating the decimals in the activity?”
Activity Synthesis
Select students to display their completed number lines (showing the locations of five additional decimals).
Invite the class to agree or disagree with the locations of the point and discuss any disagreements.
Select other students to share their comparison statements and how they know each statement is true.


aligns: no