few_shots: Example 1:
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

Example 2:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Your response:
Thought: This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).
Answer: B

Example 3:
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_000972

6

fl_problem_001097

7

fl_problem_001392

8
options: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Summarize numerical data sets in relation to their context, such as by:
- Reporting the number of observations.
- Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
- Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
- Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
problem_activity: Task
Unlike many elections for public office where a person is elected strictly based on the results of a popular vote (i.e., the candidate who earns the most votes in the election wins), in the United States, the election for President of the United States is determined by a process called the Electoral College.  According to the National Archives, the process was established in the United States Constitution "as a compromise between election of the President by a vote in Congress and election of the President by a popular vote of qualified citizens." (http://www.archives.gov/federal-register/electoral-college/about.html accessed September 4, 2012).
Each state receives an allocation of electoral votes in the process, and this allocation is determined by the number of members in the state's delegation to the US Congress.  This number is the sum of the number of US Senators that represent the state (always 2, per the Constitution) and the number of Representatives that represent the state in the US House of Representatives (a number that is directly related to the state's population of qualified citizens as determined by the US Census). Therefore the larger a state's population of qualified citizens, the more electoral votes it has.  Note: the District of Columbia (which is not a state) is granted 3 electoral votes in the process through the 23rd Amendment to the Constitution.
The following table shows the allocation of electoral votes for each state and the District of Columbia for the 2012, 2016, and 2020 presidential elections. (http://www.archives.gov/federal-register/electoral-college/allocation.html accessed September 4, 2012).
[IMG]
Which state has the most electoral votes?  How many votes does it have?
Based on the given information, which state has the second highest population of qualified citizens?
Here is a dotplot of the distribution.
[IMG]
What is the shape of this distribution: skewed left, symmetric, or skewed right?
Imagine that someone you are speaking with is unfamiliar with these shape terms. Describe clearly and in the context of this data set what the shape description you have chosen means in terms of the distribution.
Does the dotplot lead you to think that any states are outliers in terms of their number of electoral votes? Explain your reasoning, and if you do believe that there are outlier values, identify the corresponding states.
What measure of center (mean or median) would you recommend for describing this data set? Why did you choose this measure?
Determine the value of the median for this data set (electoral votes).


correct_option_index: 1