few_shots: 
Example 1:
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?


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.

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:
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
$$-\frac{1}{4}$$


Concept/skill: 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Answer: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

Example 3:
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?


Concept/skill: 
Analyze and solve pairs of simultaneous linear equations.

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_pos_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_pos_0

8
standard_description: For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
problem_activity: Activity
This activity presents students with two graphs without numerical values assigned to any points on the graphs. The only labeled point is where the two graphs intersect. Students will need to use their understanding that tripling each day is a greater growth factor than doubling each day. This is their only means to decide which function represents which situation. Students then interpret the graphs in terms of the situations that they represent.
Launch
Display the graph for all to see. Give students a moment to observe the graph and ask, "What do you notice? What do you wonder?" Invite students to share their observations and questions.
Student Facing
Here are graphs representing two functions, and descriptions of two functions.
[IMG]
Function
\(f\)
: The area of a wall that is covered by Mold A, in square inches, doubling every month.
Function
\(g\)
: The area of a wall that is covered by Mold B, in square inches, tripling every month.
Which graph represents each function? Label the graphs accordingly and explain your reasoning.
When the mold was first spotted and measured, was there more of Mold A or Mold B? Explain how you know.
What does the point
\((p, q)\)
tell us in this situation?
Student Response
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Anticipated Misconceptions
Some students may think that the dashed graph represents the mold that is tripling because it has a greater vertical intercept. Ask these students to think carefully about the second question.
Activity Synthesis
Select students to share their responses and explanations. Focus on how they deciphered the meanings of the graphs. Discuss questions such as:
The solid graph started off lower than the dashed graph. What does that mean in this context? (The mold population represented by the solid graph is initially smaller or covers a smaller area on the wall than the one represented by the dashed graph.)
After some point, the solid graph passes the dashed one. What does that mean in this context? (The mold population that started out covering a greater area on the wall is surpassed by the other population, so it is growing at a slower rate.)
What does the intersection of the two graphs mean? What do
\(p\)
and
\(q\)
represent? (The two mold populations are the same at time
\(p\)
with population covering an area of
\(q\)
square inches.)
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. For each explanation that is shared, ask students to restate what they heard using precise mathematical language. Consider providing students time to restate what they hear to a partner before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students' attention to any words or phrases that helped clarify the original statement. This provides more students with an opportunity to produce language as they interpret the reasoning of others.
Design Principle(s): Support sense-making


aligns: yes