few_shots: 
Example:
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.
{"table": [{"_attributes": {"align": "center", "class": ["table", "table-bordered"], "style": "table-layout:fixed; width:70%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "No solution"}]}, {"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "Exactly 1 solution"}]}, {"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "Infinite number of solutions"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${9=4x+7}$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${y=3y+5}$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${y={x\\over2}}$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${3x+6y-9=0}$$"}]}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${x=y}$$"}]}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${1.25x=1.25y}$$"}]}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${9.9=6x+8y}$$"}]}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${9x=2.5y-8.8}$$"}]}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${11x-2y=1.5}$$"}]}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${11x-2y=2.5}$$"}]}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {}]}]}]}]}
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, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: fl_problem_001392_pos_0

8
standard_description: Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
problem_activity: Narrative
The purpose of this activity is for students to practice interpreting relationships between patterns generated from two different rules. Students may need to generate patterns beyond the boxes provided. Encourage them to continue the pattern as needed. Students may describe the patterns and relationships in different, but accurate ways. Encourage them to notice as many relationships as they can and describe the relationships in whatever way makes sense to them. This is the first time students see two patterns where the numbers in one pattern are not multiples of the numbers in the other pattern.
This activity uses
MLR7 Compare and Connect
. Advances: Representing, Conversing.
Launch
Groups of 2
Activity
5 minutes: independent work time
2 minutes: partner discussion
MLR7 Compare and Connect
“Create a visual display that shows your thinking about the relationships between each set of patterns. Include details such as notes, diagrams, and drawings to help others understand your thinking.”
2–5 minutes: independent or group work
3–5 minutes: gallery walk
Student Facing
Complete the patterns for each set of rules.
What are some relationships between the patterns for each set of rules? Be prepared to explain your thinking.
Set A
Rule 1: Start at 0. Keep adding 3.
[IMG]
Rule 2: Start at 0. Keep adding 6.
[IMG]
Set B
Rule 1: Start at 4. Keep adding 3.
[IMG]
Rule 2: Start at 9. Keep adding 6.
[IMG]
Set C
Rule 1: Start at 0. Keep adding 5.
[IMG]
Rule 2: Start at 0. Keep adding 3.
[IMG]
Student Response
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Activity Synthesis
“What is the same and what is different in the way we represented the relationships between the patterns?” (Some of us used numbers and symbols, some of us wrote sentences.)
30 seconds: quiet think time
1 minute: partner discussion
“What is the same and what is different about Set A and Set B?” (They both add the same amount, but one set starts at 0. Set B has a lot more odd numbers in it. In set A, each number in rule 2 is double the number in rule 1, but in set B, each number in rule 2 is 1 more than double the number in rule 1.)
“For which pair of rules was it most challenging to notice and describe relationships?” (Set B because there was no multiple that worked to get from one pattern to the other. Set C because there weren’t doubles or halves.)


aligns: no