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.
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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_000972_neg_0

6

fl_problem_001097_pos_0

7

fl_problem_001392_pos_0

8
standard_description: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
problem_activity: Narrative
The purpose of this activity is for students to write equations for multiplication situations and diagrams using a symbol for the unknown number. When students write an equation to represent a situation, including a symbol for the unknown number, they model a situation with mathematics (MP4).
Students find an unknown factor or unknown product in multiplication problems. In this task, the unknown factor diagrams and situations only include the “how many groups” problem type and the factors 2, 5, and 10. This sets students up to skip-count to find the unknown number.
This problem type will be revisited extensively in future lessons and will be related to division. It is not necessary to make the connection to division now. In the synthesis students explain how the equations they wrote represent the diagram or situation.
Representation: Internalize Comprehension.
Synthesis: Invite students to identify which details were important or most useful to pay attention to. Display the sentence frame, “The next time I write an equation with an unknown number, I will . . . .“
Supports accessibility for: Visual-Spatial Processing
Launch
Groups of 2
Activity
“Now you will practice writing your own equations with a symbol for the unknown.”
2–3 minutes: independent work time
“Share your equations with your partner. Discuss how you know each equation matches the diagram or situation.”
2–3 minutes: partner discussion
Have a whole-class discussion focused on how the equations match the different representations.
Consider asking:
“How did you use the representations to write an equation with a symbol for the unknown?” (I looked for what was missing in the diagram. I thought about the situation to figure out if it was the number in each group, the number of groups, or the total that was missing.)
“Now find the missing number in each equation and write a new equation that includes the solution.”
3–5 minutes: partner work time
Student Facing
Write an equation to represent each diagram or situation. Use a symbol for the unknown. Be prepared to share your reasoning.
Find the number that makes each equation true. Rewrite the equation with the solution.
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Student Response
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Advancing Student Thinking
If students write an equation without a symbol for the unknown number, consider asking:
“How does your equation represent the diagram (or situation)?”
“How could you show the number that was unknown with a symbol?”
Activity Synthesis
“What strategies did you use to find the unknown numbers?” (I counted by 2 to get the total. I counted by different numbers until I found a number that gave me the product.)
“How did each equation change as you found the unknown number?” (The symbol was replaced with the number.)


aligns: no