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: Develop a probability distribution for a random variable defined for a sample space in which theoretical probabilities can be calculated; find the expected value. For example, find the theoretical probability distribution for the number of correct answers obtained by guessing on all five questions of a multiple-choice test where each question has four choices, and find the expected grade under various grading schemes.
problem_activity: Narrative
The purpose of this activity is for students to compose and decompose 10 using objects, images, and equations. Students work with equations with the total before and after the equal sign.
MLR8 Discussion Supports.
Synthesis: For each question, invite students to turn to a partner and share their response. This gives all students an opportunity to produce language.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
Each student needs the bead tool that they created in the previous activity.
Launch
Groups of 2
“We can use the bead tool we made to show different ways to make and break apart 10. Show your partner one way that you can break apart 10 into 2 groups.”
“Take turns playing with your partner. Use your beads to show each equation. When your partner shows you their beads, tell them the equation to make 10 and draw a picture to show what the beads look like.”
Activity
4 minutes: partner work time
“Fill in each equation to match the pictures of beads. You can use your bead tool if it’s helpful."
3 minutes: independent work time
Student Facing
\(7 + 3 = 10\)
\(10 = 4 + 6\)
\(9 + 1 = 10\)
\(10 = 2 + 8 \)
\(\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10\)
[IMG]
\(10 = \underline{\hspace{1 cm}} + \underline{\hspace{1 cm}}\)
[IMG]
\(\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10\)
[IMG]
\(\underline{\hspace{1 cm}} + \underline{\hspace{1 cm}} = 10\)
[IMG]
Student Response
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Activity Synthesis
Display
\(2 + 8 = 10\)
.
Invite a student to demonstrate
\(2 + 8 = 10\)
with their beads.
“What 2 parts do you see? What total do you see?” (2 and 8, 10)
“How will the beads look different if we show
\(10 = 2 + 8\)
?" (The beads will look the same. There are still 10. 2 and 8 are still the parts.)


aligns: no