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: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, 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 and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), 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 and explain the reasoning used.

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
problem_activity: Narrative
The purpose of this activity is for students to add 2 two-digit numbers within 100 and show their thinking with equations. Although some students may write each step of their thinking with equations, it is not required that they do so. Students can write one equation that shows the sum and represent their solution pathway in their drawings. In the activity synthesis, students present their method verbally to a new partner.
This activity uses
MLR8 Discussion Supports. Advances: listening, speaking, conversing
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Launch
Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
“We have been learning about different ways to add within 100. You are going to find sums using a method that makes most sense to you for each problem. Record equations to show your thinking.”
Activity
5 minutes: independent work time
“Compare your work with your partner’s. Did you use the same method? Did you represent your method in the same way? How is your work the same? How is it different?"
5 minutes: partner work time
Monitor for a student who wrote equations related to making ten and one who wrote equations related to adding by place.
Student Facing
Find the value of each sum using any method that you want.
Show your thinking using drawings, numbers, or words.
Write equations to represent your thinking.
\(48 + 15\)
\(57 + 36\)
Student Response
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Activity Synthesis
MLR8 Discussion Supports:
Display sentence frames to support students when they explain their method as equations:
“First, I _____ because . . .”
“I noticed _____ so I . . .”
“You are going to explain your method to another student in the class. Practice what you will say with your partner. Use these sentence starters to help you.”
3 minutes: partner discussion
“Find a new partner and explain your method.”
2 minutes: partner discussion


correct_option_index: 0