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?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Your response:
Thought: This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Write expressions in equivalent forms to solve problems.

Understand the connections between proportional relationships, lines, and linear equations.

Understand and apply properties of operations and the relationship between addition and subtraction.

Understand solving equations as a process of reasoning and explain the reasoning.

Interpret the structure of expressions.

Multiply and divide within 100.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use properties of operations to generate equivalent expressions.

Understand the relationship between zeros and factors of polynomials.

Generate and analyze patterns.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Reason about and solve one-variable equations and inequalities.

Solve systems of equations.

Represent and analyze quantitative relationships between dependent and independent variables.

Analyze patterns and relationships.

Represent and solve equations and inequalities graphically.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Work with addition and subtraction equations.

Gain familiarity with factors and multiples.

Create equations that describe numbers or relationships

Write and interpret numerical expressions.

Understand properties of multiplication and the relationship between multiplication and division.

Represent and solve problems involving addition and subtraction.

Use the four operations with whole numbers to solve problems.

Work with radicals and integer exponents.

Solve equations and inequalities in one variable.

Add and subtract within 20.

Perform arithmetic operations on polynomials.

Work with equal groups of objects to gain foundations for multiplication.

Rewrite rational expressions.

Use polynomial identities to solve problems.

Represent and solve problems involving multiplication and division.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
problem_activity: Activity
This activity gives students another opportunity to write and rearrange equations in two variables and to do so in context.
Unlike in previous activities, students no longer start by computing one quantity given numerical values of the other quantity and then generalizing the process. Instead, they are prompted to write one equation, solve for each variable, and interpret the solution. Students also articulate why one model might be more helpful than the other under a certain circumstance. Along the way, students reason quantitatively and abstractly (MP2) and engage in aspects of modeling (MP4).
Making spreadsheet technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Familiarize students with the idea of organizational budgets, if needed. Explain that every governmental agency has a budget (not unlike a budget for a pizza party) and needs to decide how to allocate a limited amount of funds. Ask students to think of examples of expenses that a city's Department of Streets might have (road repairs, new street construction, additional workers, new equipment, and so on). Given a set budget, spending more on one thing means having less to spend on something else, so the agency would need to weigh their options and prioritize their needs.
Reading, Listening, Conversing: MLR6 Three Reads.
Ask students to keep their books or devices closed and display only the image and the task statement without revealing the questions that follow. Use the first read to orient students to the situation. Ask students to describe what the situation is about without using numbers (a city department has money to resurface roads this year). Use the second read to identify quantities and relationships. Ask students “What can be counted or measured?” Listen for, and amplify, the important quantities that vary in relation to each other in this situation: the total amount of money available, the cost to resurface 1 mile of a 2-lane road, the average worker’s salary, and the number of miles of road to resurface. After the third read, reveal the first question and ask students to brainstorm possible strategies to write an equation. This routine helps students interpret the language within a given situation needed to create an equation.
Design Principle(s): Support sense-making
Representation: Internalize Comprehension.
Provide appropriate reading accommodations and supports to ensure student access to written directions, word problems, and other text-based content.
Supports accessibility for: Language; Conceptual processing
Student Facing
The Department of Streets of a city has a budget of \$1,962,800 for resurfacing roads and hiring additional workers this year.
The cost of resurfacing a mile of 2-lane road is estimated at \$84,000. The average starting salary of a worker in the department is \$36,000 a year.
[IMG]
Write an equation that represents the relationship between the miles of 2-lane roads the department could resurface,
\(m\)
, and the number of new workers it could hire,
\(p\)
, if it spends the entire budget.
Take the equation you wrote in the first question and:
Solve for
\(p\)
. Explain what the solution represents in this situation.
Solve for
\(m\)
. Explain what the solution represents in this situation.
The city is planning to hire 6 new workers and to use its entire budget.
Which equation should be used to find out how many miles of 2-lane roads it could resurface? Explain your reasoning.
Find the number of miles of 2-lane roads the city could resurface if it hires 6 new workers.
Student Response
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Anticipated Misconceptions
Some students may have trouble sorting out the given information because of unfamiliarity with the context or with certain terms. Ask them to explain the setup of the problem as best they understand it, and then point out any information that might be missing.
Activity Synthesis
Verify that the equations students wrote correctly isolate each variable. If students wrote expressions in different forms for a variable (for instance,
\(\dfrac {4,\!907 - 210m}{90}\)
and
\(\dfrac {1,\!962,\!800 -84,\!000m}{36,\!000}\)
for
\(p\)
), discuss how the expressions are equivalent.
If time permits, consider asking students to use their equations to answer these questions:
"How many people could be hired if the department is resurfacing 16 miles of roads?" (17 people) "3 miles?" (47 people)
"How many miles of roads could be resurfaced if the department is hiring 2 new workers?" (22.5 miles) "If no new workers are hired?" (About 23.37 miles)
Make sure students understand that solving for
\(p\)
makes it possible to quickly find the number of people that the department could hire given some miles of road to be resurfaced (and while sticking to the budget). Similarly, solving for
\(m\)
makes it possible to quickly find the miles that could be resurfaced given any number of new hires.


correct_option_index: 19

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