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: 
Recognize and represent proportional relationships between quantities.

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:
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: 
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.

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_000972_neg_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_neg_0

8
standard_description: Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.
problem_activity: Optional activity
The goal of this task is to introduce the notion of a tessellation and then carefully examine how to create a tessellation with each pattern block shape (square, rhombus, equilateral triangle, isosceles trapezoid). For hexagons, there is only one way to fit them together because there will be gaps unless three hexagons meet at each vertex. The other shapes offer much more flexibility, and students have an opportunity to use their artistic creativity.
Students look for and make use of structure (MP7), both when they try to put copies of the shape together to build a tessellation and when they examine whether or not it is possible to construct a different tessellation.
Digital
Launch
Introduce the definition of a
tessellation
of the plane by polygons: a tessellation covers the plane with copies of the shape with no gaps and no overlaps.
Show the students the image from the previous notice and wonder activity, and ask them if these are tessellations. (Yes.)
Demonstrate how to use tracing paper to create a tessellation.
Arrange students in groups of 2. Each pair uses the same shape for their tessellations.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Include the following term and maintain the display for reference throughout the lesson: tessellation. Consider providing step-by-step directions for students to use tracing paper to create a tessellation. Invite students to suggest language or diagrams to include that will support their understanding.
Supports accessibility for: Memory; Language
Speaking: MLR8 Discussion Supports.
Amplify students' uses of mathematical language to communicate about tessellations; edge to edge, vertex, symmetrical, plane, rigid motion, etc. Encourage students to use these words, revoicing students’ ideas as necessary. Ask students to chorally repeat the phrases that include these words in context.
Design Principle(s): Support sense-making; Optimize output (for explanation)
Student Facing
With your partner, choose one of the six shapes in the toolbar that you will both use.
Select the shape tool by clicking on it. Create copies of your shape by clicking in the work space.
When you have enough to work with, click on the Move tool (the arrow) to drag or turn them.
If you have trouble aligning the shapes, right click to turn on the grid.
When you are finished making your tessellation, you can hide the points.
Compare your tessellation to your partner’s. How are they similar? How are they different?
If possible, make a third tessellation of the plane with your shape (different from the ones you and your partner already created). If not possible, explain why it is not possible.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Introduce the definition of a
tessellation
of the plane by polygons: a tessellation covers the plane with copies of the shape with no gaps and no overlaps.
Show the students the image from the previous notice and wonder activity, and ask them if these are tessellations. (Yes.)
Demonstrate how to use tracing paper to create a tessellation.
Arrange students in groups of 2. Each pair uses the same shape for their tessellations.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Include the following term and maintain the display for reference throughout the lesson: tessellation. Consider providing step-by-step directions for students to use tracing paper to create a tessellation. Invite students to suggest language or diagrams to include that will support their understanding.
Supports accessibility for: Memory; Language
Speaking: MLR8 Discussion Supports.
Amplify students' uses of mathematical language to communicate about tessellations; edge to edge, vertex, symmetrical, plane, rigid motion, etc. Encourage students to use these words, revoicing students’ ideas as necessary. Ask students to chorally repeat the phrases that include these words in context.
Design Principle(s): Support sense-making; Optimize output (for explanation)
Student Facing
[IMG]
Pick one of the shapes. Create a
tessellation
by tracing copies of your shape. Make sure to use the same shape as your partner.
Compare your tessellation to your partner’s. How are they similar? How are they different?
If possible, make a third tessellation of the plane with your shape (different from the ones you and your partner already created). If not possible, explain why it is not possible.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Tessellations do not need to be edge to edge. That is, pieces do not need to fit together with edges of the same lengths matching exactly.
Tessellations do not need to have symmetric, repeating patterns, though sometimes the shape forces it (as with the regular hexagons).
Activity Synthesis
Important questions to address include:
“Were you able to make different tessellations with your shape?” (It depends on the shape.)
“If not, why not?” (Three hexagons have to come together at each vertex: once the first hexagon of the pattern is placed, everything else has no flexibility.)
“If so how?” (Triangles can be built into hexagons, or they can make rows that can be translated and stacked on top of one another. Parallelograms can also be made into hexagons or rows. Trapezoids can be made into hexagons or rows. Rhombuses can be made into rows and translated. Squares can also be made into rows and translated.)
“What does it look like to
not
define a tessellation?” (Two octagons can be put together sharing a vertex, but there is a gap that is not large enough for a third octagon.)
Make sure, as students share their ideas for tessellations, to use the language of rigid motions to describe the tessellations. For example, if a student has built a tessellation with parallelograms, choose two parallelograms and ask:
“How can I use rigid motions to move one of these parallelograms into the position of the other?”
“Are there other ways I could do this?”


aligns: yes