few_shots: 
Example:
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.
{"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: 
No. Completing neither of these problems requires replacing one equation by the sum of that equation and a multiple of the other equation.

Now, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: fl_problem_001392_neg_0

8
standard_description: Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.
problem_activity: Warm-up
In this warm-up, students are prompted to compare function values. To do so, they need to interpret statements in function notation and connect their interpretations to the graph of the function.
Previously, students recognized that if a point with coordinates
\((2,20)\)
is on the graph of a function, the 2 is an input and the 20 is a corresponding output. Here, they begin to see the second value in a coordinate pair more abstractly, as
\(f(2)\)
when the input is 2, or as
\(f(4)\)
when the input is 4.
Launch
Give students 1–2 minutes of quiet think time. Follow with a whole-class discussion.
Some students might be unfamiliar with drones. If needed, give a brief explanation of what they are.
Student Facing
[IMG]
Here is a graph that represents function
\(f\)
, which gives the height of a drone, in meters,
\(t\)
seconds after it leaves the ground.
[IMG]
Decide which function value is greater.
\(f(0)\)
or
\(f(4)\)
\(f(2)\)
or
\(f(5)\)
\(f(3)\)
or
\(f(7)\)
\(f(t)\)
or
\(f(t+1)\)
Student Response
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Activity Synthesis
Invite students to share how they compared each pair of outputs. If not mentioned in students’ explanations, point out that for each pair, what we are comparing are the vertical values of the points on the graph at different horizontal values. Even though the statements don’t tell us the values of, say
\(f(3)\)
and
\(f(7)\)
, and the vertical axis shows no scale, we can tell from the graph that the function has a greater value when
\(t\)
is 3 than when
\(t\)
is 7.
Tell students that the coordinates
\((0, f(0))\)
represent the starting point of the drone. Ask students, “What are the coordinates of the points when the drone starts leveling off? When it starts to descend? When it lands?” (
\((2, f(2)), (5,f(5))\)
, and
\((7,f(7))\)
, respectively.)
Highlight that the coordinates of each point on a graph of a function are
\((x, f(x))\)
.
Discuss with students how they compared
\(f(t)\)
and
\(f(t+1)\)
(in the last question). Make sure students see that the
\(f(t+1)\)
could be less than, equal to, or greater than
\(f(t)\)
, depending on the value of
\(t\)
.
If
\(t\)
is 2, then
\(t+1\)
is 3. From the graph, we can see that
\(f(2)\)
is equal to
\(f(3)\)
because the graph has the same vertical value when
\(t\)
is 2 and 3.
If
\(t\)
is 5, then
\(t+1\)
is 6. From the graph, we can see that
\(f(5)\)
is greater than
\(f(6)\)
because the graph has a greater vertical value when
\(t\)
is 5 than when
\(t\)
is 6.


aligns: yes