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: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)
problem_activity: Narrative
This activity serves two main purposes. The first is to allow students to apply their understanding that the result of
\(a \times \frac{1}{b}\)
is
\(\frac{a}{b}\)
. The second is for students to reinforce the idea that any non-unit fraction can be viewed in terms of equal groups of a unit fraction and expressed as a product of a whole number and a unit fraction.
The activity uses a “carousel” structure in which students complete a rotation of steps. Each student writes a non-unit fraction for their group mates to represent in terms of equal groups, using a diagram, and as a multiplication expression. The author of each fraction then verifies that the representations by others indeed show the written fraction. A
s students discuss and justify their decisions they create viable arguments and critiqe one another’s reasoning (MP3).
MLR8 Discussion Supports.
Display sentence frames to support small-group discussion after checking their fraction diagram and equation: “I agree because . . .”, “I disagree because . . . .”
Advances: Conversing
Required Materials
Materials to Gather
Paper
Launch
Groups of 3
“Let's now use the patterns we saw earlier to write some true equations showing multiplication of a whole number and a fraction.”
Activity
3 minutes: independent work time on the first set of problems
2 minutes: group discussion
Select students to explain how they reasoned about the missing numbers in the equations.
If not mentioned in students' explanations, emphasize that: “We can interpret
\(\frac{5}{10}\)
as 5 groups of
\(\frac{1}{10}\)
,
\(\frac{8}{6}\)
as 8 groups of
\(\frac{1}{6}\)
, and so on.”
“In an earlier activity, we found that we can write any fraction as a multiplication of a whole number and a unit fraction. You'll now show that this is the case using fractions written by your group mates.”
Demonstrate the 4 steps of the carousel using
\(\frac{7}{4}\)
for the first step.
Read each step aloud and complete a practice round as a class.
“What questions do you have about the task before you begin?”
5–7 minutes: group work time
Student Facing
Use the patterns you observed earlier to complete each equation so that it’s true.
\(5 \times \frac{1}{10} =  \underline{\hspace{0.5in}}\)
\(8 \times \frac{1}{6} = \underline{\hspace{0.5in}}\)
\(4 \times  \underline{\hspace{0.5in}} = \frac{4}{5}\)
\(6 \times  \underline{\hspace{0.5in}} = \frac{6}{10}\)
\( \underline{\hspace{0.5in}} \times \frac{1}{4}= \frac{3}{4}\)
\( \underline{\hspace{0.5in}} \times \frac{1}{12}= \frac{7}{12}\)
Your teacher will give you a sheet of paper. Work with your group of 3 and complete these steps on the paper. After each step, pass your paper to your right.
Step 1: Write a fraction with a numerator other than 1 and a denominator no greater than 12.
Step 2: Write the fraction you received as a product of a whole number and a unit fraction.
Step 3: Draw a diagram to represent the expression you just received.
Step 4: Collect your original paper. If you think the work is correct, explain why the expression and the diagram both represent the fraction that you wrote. If not, discuss what revisions are needed.
Student Response
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Activity Synthesis
See lesson synthesis.


aligns: no