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: Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
problem_activity: Task
Materials
ruler, meter sticks, yard sticks, measuring tape
paper
crayons
Actions
Part 1
Explain that students will be working in pairs to determine the length of each partner’s foot. Ask what tools would be appropriate for determining length.  Chart student thinking about appropriate tools, and today’s goal of  using standard measurement tools such as rulers, yard sticks, meter sticks, or measuring tape.
Ask student pairs to consider the unit(s) that would give the most precise measure of the length of a student’s foot.  If students struggle with this idea, the teacher might model using his/her foot as an example considering yards, meters, feet, inches and centimeters.
Ask student pairs to identify the unit they will work with and predict the length of each partner’s foot and record their estimations.  Estimates should be recorded in units.
Part 2
Have one student from each pair stand on a blank sheet of paper and have his/her partner make a mark at the student’s heel and another at the toe.
Then, together, have the pair measure the distance between the two marks to determine the length of the first student’s foot and record the length.  Students may have to find the closest unit.
Have students then find the difference between the estimation and actual length.
Repeat with the second student, using a different color to make the marks.  The second student should stand at the same endpoint as the first student so that students can visually compare the two representations and compare the number of the distance in units in part three.
Part 3
Working in pairs, have students compare the distances between the lengths of each student’s foot.
Class Discussion
Engaging in a class discussion will support students in thinking about the mathematical ideas embedded within the task.
What tool did you use and why?
How was that tool helpful?
If you were going to measure _____ (a desk, a whiteboard, an eraser), would you use the same tool? Why?
How long was your foot? What was your estimate? What was the difference?
What unit did you use to measure? How did you decide to use ______? Why is the unit important?
How long was your partner’s foot? What was his/her estimate? What was the difference?
What was the difference between the length of your foot and the length of your partner’s foot? How did you find the difference?
What did you notice about finding the difference? Is there more than one way to find the difference? (This might be an opportunity to discuss finding the difference by measuring how much longer one length is than the other or by using an operation such as addition to add up from the smallest length to the larger length or by subtracting the smaller length from the larger length.)


aligns: no