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: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
- An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
- An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
problem_activity: Narrative
In this activity, students create their own figures that have certain symmetry-based attributes. Students are given a pair of parallel segments on a grid. They then add more segments to create figures with one, two, and zero lines of symmetry.
To create their own figures, students rely on their understanding of symmetry and parallel lines. They consider where possible lines of symmetry could be, how many segments to add, and where to place them. They may also experiment, rely on familiar shapes and their lines of symmetry, or imagine a line of symmetry and what it would tell them about the figure. As they do so, they look for and make use of structure (MP7).
Action and Expression: Develop Expression and Communication.
Offer grid paper and copies of the pair of parallel line segments from the task. Invite students to use this paper to create multiple drafts, examining and refining their own thinking as they work.
Supports accessibility for: Conceptual Processing, Visual Spatial Processing, Organization
Required Materials
Materials to Gather
Straightedges
Launch
Groups of 2–4
Provide access to straightedges
Activity
2–3 minutes: independent work on the first question
2 minutes: group discussion
“Share your drawing for the first question. If needed, revise your thinking and drawing.”
5 minutes: independent work time on the remaining questions
3–5 minutes: group discussion
“Be sure to discuss how you know that your drawings have the specified number of lines of symmetry.”
Listen for attention to precision in students’ justifications. For instance, they may say the figure has line symmetry because:
the angles are the same
the sides have the same length and create the same angles when folded on top of each other
they measured all the parts and found them to be the same
they traced the figure and placed the copy on top of the original
Student Facing
Here is a pair of parallel segments that have the same length.
[IMG]
Add one or more segments to create a figure with only 1 line of symmetry.
Here are two more pairs of parallel segments. Add more segments to make:
a figure with 2 lines of symmetry
[IMG]
a figure with no lines of symmetry
[IMG]
If you have time: Here are some other pairs of parallel lines. Add more segments to create a figure with 1 line of symmetry.
[IMG]
[IMG]
Student Response
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Advancing Student Thinking
If students create figures with more or fewer lines of symmetry than planned, consider asking:
“How many lines of symmetry did you want your figure to have? How many lines of symmetry does it have?”
“How could you change your figure so it has fewer (or more) lines of symmetry?”
Activity Synthesis
Invite students to share their drawings and how they determined how and where to add segments.
“Which parts of the figure did you pay attention to when drawing? How did you make sure your drawing has line symmetry?“ (The segment lengths, angles, and distances from the line of symmetry all have to be the same on both sides of a line of symmetry.)
“What was tricky about creating figures with line symmetry in this task?” (Sample response: It was hard to figure out what to draw to get the exact number of lines of symmetry.)


aligns: no