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: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
problem_activity: Narrative
The purpose of this warm-up is to elicit observations about differences in costs of living in different parts of the United States. It prepares students to look for and make sense of multiplicative comparisons later in the lesson. It also helps elicit what students know about how the different costs may be different depending on where you live.
Students may notice and wonder many things about the data in the table and both additive and multiplicative comparisons are likely to come up. Some students may note that an item costs “some dollars more” in San Francisco than in Fort Wayne, while others may say it costs “some number of times as much” based on the quantities or their estimation of the quantities. In the synthesis, focus student discussion on additive and multiplicative comparison.
Launch
Groups of 2
Display the table.
Activity
“What do you notice? What do you wonder?”
1 minute: quiet think time
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
|                                                             | San Francisco, CA | Fort Wayne, IN |
|-------------------------------------------------------------|-------------------|----------------|
|                         population                          |      805,235      |    253,691     |
|                       milk (1 gallon)                       |      \$4.45       |     \$2.14     |
|                       bread (1 loaf)                        |      \$3.54       |     \$1.82     |
|                     gasoline (1 gallon)                     |      \$3.70       |     \$2.42     |
|                        movie ticket                         |       \$15        |      \$12      |
|                internet connection (1 month)                |       \$70        |      \$50      |
| rent for a 3 bedroom apartment in the city center (1 month) |      \$6,000      |    \$1,500     |
|                       cost of a house                       |    \$1,400,000    |   \$160,000    |
Student Response
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Activity Synthesis
“How could you compare the cost for renting an apartment in San Francisco to the cost in Fort Wayne? How could you use multiplication to compare the costs?”
As needed, “About how many more times as much is the cost of a house in San Francisco compare to the cost of a house in Fort Wayne?”
“The prices of the things you need to live, like food, clothing, and shelter, are called the cost of living. The cost of living can be very different depending on where in the world you live. Today we are going to compare the cost of living in different places around the world.”


aligns: yes