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: 
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_neg_0

6

fl_problem_001097_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
In this activity, students analyze three different ways to subtract. They see that taking away is one way to find the difference, but that you can also count on or use known addition facts. Students further solidify their understanding that addition and subtraction are related, which sets the groundwork for a later activity when students solve subtraction problems within 10.
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to connecting cubes or two-color counters.
Activity
Read the task statement.
“First you will work on your own. Think about what each student means and be ready to explain your thinking in a way that others will understand.”
5 minutes: independent work time
4 minutes: partner discussion
Monitor for students who can use the 10-frame with six red counters to explain the relationship between
\(10 - 6\)
and
\(6 + \boxed{\phantom3} = 10\)
.
Student Facing
Mai, Diego, and Noah find the value of
\(10 - 6\)
.
Diego says, “I can take away.”
[IMG]
What does Diego mean?
Be ready to explain your thinking in a way that others will understand.
Mai says, “I can count on.”
[IMG]
What does Mai mean?
Be ready to explain your thinking in a way that others will understand.
Noah says, “I can use what I know about
\(6 + 4\)
to help me.”
What does Noah mean?
Be ready to explain your thinking in a way that others will understand.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite previously identified students to share.
“Who can restate what _____ just showed us?” (Diego subtracted by taking away 6 counters one at a time and saw that there were 4 counters left. Mai subtracted by thinking about addition. She counted on from 6 until she got to 10 and noticed she counted up 4. Noah knows his sums of 10. He knows 10 can be made by 6 and 4, so
\(10 - 6 = 4\)
.)
“Which method do you like best?” (I know my sums to 10 so I would use that. I like counting on because I like to add more than take away.)


aligns: no