few_shots: Example:
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?


Topic options: 
A. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
B. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
C. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
D. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
J. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
K. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.


Your response:
Thought: This set of problems asks students to reason with equations, specifically linear equations, such as the one shown in the table in Problem 1.
Answer: F

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_001392

8
options: Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
problem_activity: Narrative
The purpose of this activity is for students to interpret a scaled picture graph and write questions that can be asked based on the data represented in a scaled picture graph.
MLR8 Discussion Supports.
Use multimodal examples to show the meaning of a symbol. Use verbal descriptions along with gestures, drawings, or concrete objects to show how each flower on the graph is a symbol that represents five flowers that were seen in the park.
Advances: Listening, Representing
Representation: Internalize Comprehension.
Synthesis
:
Invite students to identify which details were needed to solve the problem. Display the sentence frame, “The next time I read a scaled picture graph I will pay attention to . . . .“
Supports accessibility for: Conceptual Processing
Launch
Groups of 2
Display the graphs for all to see.
“What are some strategies you could use to read the graphs?” (In the Flowers I Saw on the Way Home graph I could count each category by 5 since each picture represents 5 flowers.)
1 minute: quiet think time
Share and record responses.
Activity
“Now, we’re going to answer some questions about the scaled picture graphs. You will also have a chance to write your own question that can be asked based on each graph.”
8–10 minutes: partner work time
If there is time, have groups trade books and answer each other’s questions.
Math Community: As students work, monitor for examples of the “Doing Math” actions.
Student Facing
Andre collected data to see how many of each type of flower he saw on the way home. The data is shown in this picture graph:
[IMG]
How many of each type of flower did Andre see on the way home?
roses _____
tulips _____
daisies _____
violets _____
Write 2 questions that you could ask about the flowers Andre saw on his way home.
A group of students were asked, “What is your favorite type of book?” Their responses are shown in this picture graph:
[IMG]
How many students liked each type of book? How do you know?
Write 2 questions that you could ask about students’ favorite types of books based on the graph.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Advancing Student Thinking
If students answer questions about the graph with numbers that don’t match the graph, consider asking:
“How did you answer the questions about the graph?”
“What does the key tell us about each picture in the graph?”
Activity Synthesis
Have students share responses to the questions they answered and explain their reasoning.
Consider asking:
“How did you use the scale to answer the questions?” (I counted by the number that each picture represented, like by 5 for the flowers and by 2 for the students.)
Share a variety of student written questions.
Consider asking:
“How did you know your question could be answered with the graph?” (The data you needed to answer the question was in the graph.)
If time ask, “What questions cannot be answered by this graph?” (How many students' favorite type of book is graphic novels?)


correct_option_index: 9