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 and division and of fractions to multiply and divide rational numbers.

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:
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.
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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_pos_0

7

fl_problem_001392_pos_0

8
standard_description: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
problem_activity: Task
Materials
Double sided counters
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Markers that are the same colors as the counters
Teacher-made “My Book of 5” (see below for detailed directions)
Action
Students will be given double sided counters/dots (see picture of counters, above). It is important for the markers to match the colors on the counters. Students take five counters in their cupped hands (or a cup), shake them around, pour them onto the desk. Next, they count how many counters are yellow and how many are red. Students then record the numbers in their book and write a corresponding equation. For example, if the counters landed so that 1 was yellow and 4 were red, then the student would draw one yellow dot and four red dots and then write “1+4=5” under the drawing. The student would then collect the counters and roll them again. For each combination of colors, the students record with a picture and an equation. Students continue until they fill their book of 5. The teacher can choose how many pages to put in, somewhere between five and eight is a good number so that students get a chance to see multiple combinations. After the students have completed their books, the teacher should have a whole-group discussion to make the number relationships explicit. One way to do this is to write each of the two addends into a table and to discuss possible patterns and reasons for the pattern. The teacher can ask specific questions such as, “What do you notice about the numbers in the table?” Or “Why is it that as one number gets bigger, the other number gets smaller?”
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Once students have completed the book, the activity can be repeated but with a book that has 6 pages. The students would then need to create one page for each possible way to make five. How to make "My Book of 5": The book could simply be blank pages stapled together and the student creates the circle and writes the equation under. If your students need more scaffolding each page of the book can consist of five empty circles which the students color in. This will make it impossible for the students to accidentally draw four or six circles. See below for an example: Empty Book Pages:
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Filled In by Student:
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Here is a photo of students working on different numbered books (not books of five):
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aligns: yes