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: Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
problem_activity: Problem 1
The grocery store sells beans in bulk. The grocer's sign above the beans says, “5 pounds for $4.”
At this store, you can buy any number of pounds of beans at this same rate, and all prices include tax.
Alberto said, “The ratio of the number of dollars to the number of pounds is 4:5. That's $0.80 per pound.”
Beth said, "The sign says the ratio of the number of pounds to the number of dollars is 5:4. That's 1.25 pounds per dollar."
Are Alberto and Beth both correct? Explain.
Problem 2
Claude and Dora go shopping at the same grocery store as Alberto and Beth.
Claude needs two pounds of beans to make soup. Show Claude how much money he will need.
Dora has $10 and wants to stock up on beans. Show Dora how many pounds of beans she can buy.
Whose rate of change, Alberto’s or Beth’s, do you prefer to use to solve Claude’s problem? Dora’s problem? Explain.
Problem 3
Sanyukta can type 2 pages in 8 minutes.
a.   What are two rates associated with this ratio?
b.   Sanyukta has a deadline in 22 minutes, at which point she needs to be done typing an article. What is the greatest number of pages that Sanyukta can type before her deadline?
c.   Sanyukta has to type a 9-page article. How much time will it take her?
Problem 4
Solve each problem involving distance, speed, and time.
a.   Melanie drives at a constant speed of 35 miles per hour. How far does she travel in 2 hours?
b.   Nathan drives at a constant speed of 40 miles per hour. How long it take him to travel 60 miles?
c.   Oscar drives at a constant speed of 50 miles per hour. How far does he travel in 90 minutes?
d.   Penelope travels 14 miles in 30 minutes. At what constant speed is she driving?


aligns: no