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 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: 
Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

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: 
No. Completing neither of these problems requires replacing one equation by the sum of that equation and a multiple of the other equation.

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_neg_0

7

fl_problem_001392_neg_0

8
standard_description: Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
problem_activity: Optional activity
This task is provided for optional, additional practice for understanding variability in context.
The mathematical purpose of this activity is to compare data sets, and to interpret the measures of center and measures of variability in the context of the problem.
Launch
Keep students in the same groups. Give students 5 minutes to work on the questions and follow with a whole-class discussion.
Action and Expression: Develop Expression and Communication.
To help get students started, display sentence frames such as “In this situation, a larger/smaller value for the standard deviation means _____.” or “Both dot plots are different because….”
Supports accessibility for: Language; Organization
Student Facing
For each situation, you are given two graphs of data, a measure of center for each, and a measure of variability for each.
Interpret the measure of center in terms of the situation.
Interpret the measure of variability in terms of the situation.
Compare the two data sets.
The heights of the 40 trees in each of two forests are collected.
mean: 44.8 feet, standard deviation: 4.72 feet
[IMG]
mean: 56.03 feet, standard deviation: 7.87 feet
[IMG]
The number of minutes it takes Lin and Noah to finish their tests in German class is collected for the year.
mean: 29.48 minutes, standard deviation: 5.44 minutes
[IMG]
mean: 28.44 minutes, standard deviation: 7.40 minutes
[IMG]
The number of raisins in a cereal with a name brand and the generic version of the same cereal are collected for several boxes.
mean: 289.1 raisins, standard deviation: 19.8 raisins
[IMG]
mean: 249.17 raisins, standard deviation: 26.35 raisins
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
One use of standard deviation is it gives a natural scale as to how far above or below the mean a data point is. This is incredibly useful for comparing points from two different distributions.
For example, they say you cannot compare apples and oranges, but here is a way. The average weight of a granny smith weighs 128 grams with a standard deviation of about 10 grams. The average weight of a navel orange is 140 grams with a standard deviation of about 14 grams. If we have a 148 gram granny smith apple and a 161 gram navel orange, we might wonder which is larger for its species even though they are both about 20 grams above their respective mean. We could say that the apple, which is 2 standard deviations above its mean, is larger for its species than the orange, which is only 1.5 standard deviations above its mean.
How many standard deviations above the mean height of a tree in forest A is its tallest tree?
How many standard deviations above the mean height of a tree in forest B is its tallest tree?
Which tree is taller in its forest?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Identify students who struggle making the connections between the summary statistics and the problem context. Ask them what information the standard deviation conveys. Tell them to focus less on the actual value of the standard deviation and more on which of the two distributions have a greater standard deviation and what that might mean.
Activity Synthesis
The purpose of this discussion is for students to explain the mean and the standard deviation in context.
For each set of graphs, select students read their answers for all three prompts. When necessary, prompt students to revise their language to include the terms shape, measure of center, and variability.
Speaking: MLR 8 Discussion Supports.
Use this routine to support whole-class discussion. For each observation that is shared, ask students to restate and/or revoice what they heard using precise mathematical language (shape, measure of center, and variability). Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking and to clarify, if necessary. Call students' attention to any words or phrases that helped clarify the original statement. This will provide more students with an opportunity to produce language as they explain the mean and standard deviation in context.
Design Principle(s): Support sense-making


aligns: yes