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: Verify experimentally the properties of rotations, reflections, and translations:
- Lines are taken to lines, and line segments to line segments of the same length.
- Angles are taken to angles of the same measure.
- Parallel lines are taken to parallel lines.

Describe the effect of dilations, translations, rotations, and reflections on two-dimensional figures using coordinates.

Use informal arguments to establish facts about the angle sum and exterior angle of triangles, about the angles created when parallel lines are cut by a transversal, and the angle-angle criterion for similarity of triangles. For example, arrange three copies of the same triangle so that the sum of the three angles appears to form a line, and give an argument in terms of transversals why this is so.

Understand that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.

Understand that a two-dimensional figure is similar to another if the second can be obtained from the first by a sequence of rotations, reflections, translations, and dilations; given two similar two-dimensional figures, describe a sequence that exhibits the similarity between them.
problem_activity: Warm-up
The purpose of this warm-up is to remind students that the translation of a line is parallel to the original line, and to plant the seed that a line can be taken to a parallel line by translating it. They inspect several lines to decide which could be translations of a given line. Then they describe the translations by specifying the number of units and the direction the original line should be translated.
Launch
Arrange students in groups of 2. Give students 2 minutes of quiet think time and access to geometry toolkits. Ask them to share their responses with a partner afterwards.
Student Facing
[IMG]
The diagram shows several lines. You can only see part of the lines, but they actually continue forever in both directions.
Which lines are images of line
\(f\)
under a translation?
For each line that is a translation of
\(f\)
, draw an arrow on the grid that shows the vertical translation distance.
Student Response
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Anticipated Misconceptions
Students may think that lines
\(i\)
and
\(h\)
can’t be images of line
\(f\)
because the part of
\(i\)
and
\(h\)
we can see is shorter than the part of
\(f\)
we can see. Tell these students that all of the lines go on indefinitely in both directions.
Activity Synthesis
Invite students to share how they know that lines
\(h\)
and
\(i\)
are translations of
\(f\)
. The main reason to bring out is that they are parallel to
\(f\)
. It might be worth demonstrating with a transparency that we can translate
\(f\)
to match up with
\(h\)
and
\(i\)
, but to match up with the other lines, we would need to rotate (or reflect) the transparency. If using a transparency to demonstrate the number of units to translate
\(f\)
up or down, it is helpful to draw a dot on a specific point on both the underlying graph and on the transparency.


correct_option_index: 0