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: Perform operations with numbers expressed in scientific notation, including problems where both decimal and scientific notation are used. Use scientific notation and choose units of appropriate size for measurements of very large or very small quantities (e.g., use millimeters per year for seafloor spreading). Interpret scientific notation that has been generated by technology.
problem_activity: Narrative
In this activity, students analyze three different ways to subtract. They see that taking away is one way to find the difference, but that you can also count on or use known addition facts. Students further solidify their understanding that addition and subtraction are related, which sets the groundwork for a later activity when students solve subtraction problems within 10.
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to connecting cubes or two-color counters.
Activity
Read the task statement.
“First you will work on your own. Think about what each student means and be ready to explain your thinking in a way that others will understand.”
5 minutes: independent work time
4 minutes: partner discussion
Monitor for students who can use the 10-frame with six red counters to explain the relationship between
\(10 - 6\)
and
\(6 + \boxed{\phantom3} = 10\)
.
Student Facing
Mai, Diego, and Noah find the value of
\(10 - 6\)
.
Diego says, “I can take away.”
[IMG]
What does Diego mean?
Be ready to explain your thinking in a way that others will understand.
Mai says, “I can count on.”
[IMG]
What does Mai mean?
Be ready to explain your thinking in a way that others will understand.
Noah says, “I can use what I know about
\(6 + 4\)
to help me.”
What does Noah mean?
Be ready to explain your thinking in a way that others will understand.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite previously identified students to share.
“Who can restate what _____ just showed us?” (Diego subtracted by taking away 6 counters one at a time and saw that there were 4 counters left. Mai subtracted by thinking about addition. She counted on from 6 until she got to 10 and noticed she counted up 4. Noah knows his sums of 10. He knows 10 can be made by 6 and 4, so
\(10 - 6 = 4\)
.)
“Which method do you like best?” (I know my sums to 10 so I would use that. I like counting on because I like to add more than take away.)


aligns: no