few_shots: Example:
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?


Standard options: 
A. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
B. 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.
C. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)


Your response:
Thought: 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.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000972

6
options: Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Add up to four two-digit numbers using strategies based on place value and properties of operations.

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
problem_activity: Narrative
The purpose of this activity is for students to choose methods flexibly for finding the value of differences. Students might subtract by place, count on, or make an easier problem. There is no right answer to which method should be used for each problem. Students should choose a method that makes sense to them and justify their choice (MP3).
Engagement: Provide Access by Recruiting Interest.
Provide choice. Invite students to decide the order of the problems to complete the task. They can choose to work through in any order.
Supports accessibility for: Social-Emotional Functioning, Organization
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
“We’ve learned how to decompose units to subtract by place and different ways to represent that. We’ve also learned other methods for subtracting. We use them when they make sense to us or when they make sense for the numbers in an expression.”
Activity
“Find the value of each expression using a method that makes sense to you. You’ll have a chance to share your work with others.”
6 minutes: independent work time
Monitor for expressions that most students find the same way and expressions that many students find in different ways.
“Find a partner who found the value of _____ the same way as you.”
1–2 minutes: partner discussion
“Now find a partner that found the value of _____ in a different way than you. Share your thinking.”
2–3 minutes: partner discussion
Repeat for additional expressions as desired.
Student Facing
Find the value of each expression in a way that makes sense to you. Show your thinking. Organize it so it can be followed by others.
\(535 - 214\)
\(700 - 589\)
\(683 - 398\)
\(918 - 608\)
\(735 - 457\)
\(602 - 487\)
Student Response
Teachers with a valid work email address can
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Advancing Student Thinking
If students use the same method for each problem, ask students to think about how they could use Jada’s way to find the value of
\(701 - 599\)
. Consider asking:
“What do you notice about the numbers in this expression that makes it easier to use Jada’s way?”
“What other expressions do you see where you might try Jada’s way?”
Activity Synthesis
Have 3–4 students share a method or representation that someone they talked to shared.
“What methods or representations do you want to try more?”


correct_option_index: 3