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: Solve quadratic equations with real coefficients that have complex solutions.

Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials.

Extend polynomial identities to the complex numbers. For example, rewrite x^(2) + 4 as (x + 2i)(x – 2i).
problem_activity: Activity
The purpose of this activity is for students to solve two related quadratic equations by completing the square. The process of solving will be nearly identical, with the difference being that one will involve square roots of a negative number and the other will not. It is not necessary for students to prove a general statement about all monic quadratic equations, but it is important for students to compare and understand why some have real solutions and others have non-real solutions.
Launch
Representation: Internalize Comprehension.
Activate or supply background knowledge about completing the square. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Solve these equations by completing the square.
\(x^2 - 8x + 13 = 0\)
\(x^2 - 8x + 19 = 0\)
Student Response
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Student Facing
Are you ready for more?
For which values of
\(a\)
does the equation
\(x^2 - 8x + a = 0\)
have two real solutions? One real solution? No real solutions? Explain your reasoning.
Student Response
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for free access to Extension Student Response.
Activity Synthesis
Select students to share their solutions. Record and display their thinking for all to see. If not brought up during the discussion, ask students to clarify why one equation has real solutions while the other has complex solutions.
Display these three equations for all to see:
\(x^2+14x+44=0\)
\(x^2+14x+49=0\)
\(x^2+14x+54=0\)
Ask students, “How many solutions do these equations have? Which, if any, of these equations has solutions that involve imaginary numbers?” (
\(x^2+14x+44\)
has two real solutions,
\(x^2+14x+49\)
has one real solution, and
\(x^2+14x+54\)
has two non-real solutions. Compare each left hand side to the perfect square
\((x+7)^2\)
, which is equal to
\(x^2+14x+49\)
. When completing the square, the first equation will have
\((x+7)^2 = 5\)
, the second equation will have
\((x+7)^2 = 0\)
, and the third equation will have
\((x+7)^2 = \text-5\)
.)
Conversing: MLR2 Collect and Display.
During the discussion, listen for and collect the language students use to compare characteristics of equations that have real and complex solutions. Call students’ attention to phrases such as “the right hand side is negative”, “factored form”, or “replace with the imaginary number
\(i\)
.” Write the students’ words and phrases on a visual display and update it throughout the remainder of the lesson. Remind students to borrow language from the display as needed. This will help students use mathematical language to explain solutions to quadratic equations.
Design Principle(s): Maximize meta-awareness


correct_option_index: 0