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?


Standard options: 
A. Solve linear equations in one variable.
B. Analyze and solve pairs of simultaneous linear equations.


Your response:
Thought: The last three rows of the table in the first problem involves solving pairs of simultaneous linear equations. The second word problem can also be represented as two simultaneous linear equations.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001392

8
options: Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.
problem_activity: Activity
This activity is designed to give students opportunities to use their understandings from this unit to perform mathematical modeling.
The trail mix context is familiar from the previous activity, but students are challenged to choose quantities, determine how to represent them, interpret and reason about them, and use the model they create to make choices. It also enables students to reflect on their model and revise it as needed (MP4).
Students are likely to want to use graphing technology, as the nutritional information involves decimals and the inequalities written would be inconvenient to graph by hand. This is an opportunity for students to choose tools strategically (MP5).
No time estimate is given here because the time would depend on decisions about the research students do and on the expectations for collaboration and presentation.
Launch
Arrange students in groups of 2–4. Provide access to Desmos or other graphing technology.
Explain the expectations for researching nutritional values, for collaboration with group members, and for presentation of student work. (If each group is presenting one response, provide each group with tools for creating a visual display. If each student is presenting a response, give each student tools for creating a visual display.)
Engagement: Develop Effort and Persistence.
Provide prompts, reminders, guides, rubrics, or checklists that focus on increasing the length of on-task orientation in the face of distractions. For each question, allot a specific amount of work time and display expectations. Display a countdown timer, along with a bulleted list of what teams or individuals are to produce to complete a given step. For instance, during question 1, display a 5 minute countdown timer and the list: “You’re finished if you. . . (1) Have your two ingredients (2) Have the nutrition information ready.”
Supports accessibility for: Attention; Social-emotional skills
Student Facing
It's time to design your own trail mix!
Choose two ingredients that you like to eat. (You can choose from the ingredients in the previous activity, or you can look up nutrition information for other ingredients.)
Think about the constraints for your trail mix. What do you want to be true about its calories, protein, sugar, fat, or fiber?
Write inequalities to represent your constraints. Then, graph the inequalities.
[IMG]
Is it possible to make trail mix that meets all your constraints using your ingredients? If not, make changes to your constraints or your ingredients and record them here.
Write a possible combination of ingredients for your trail mix.
Pause here so your teacher can review your work and give further instructions for displaying your work.
Student Response
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Activity Synthesis
Select groups to share their visual displays. Encourage students to ask questions about the mathematical thinking or design approach that went into creating the display. Here are questions for discussion, if not already mentioned by students:
What constraints did every group use?
How do the graphs of the various mixes compare?
Did anyone have to revise or change their model in order to come up with a solution they could use?
How did you use the graph to choose a recipe for your mix?
Representing, Conversing: MLR7 Compare and Connect.
Use this routine to prepare students for the whole-class discussion. At the appropriate time, invite groups to create a visual display of their work. Students should consider what types of details (annotations, notes, diagrams, arrows, etc.) to include on their displays that will help communicate their reasoning. Begin the whole-class discussion by selecting and arranging 2–4 displays for all to see. Give students 2–3 minutes of quiet think time to interpret the displays before inviting the authors to present their work.
Design Principle(s): Optimize output; Cultivate conversation


correct_option_index: 0