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.
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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: Recognize and represent proportional relationships between quantities.

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
problem_activity: Activity
The purpose of this activity is for students to use double number line diagrams to represent situations of percent increase and decrease. Additionally, students identify the original and new amount in the double number lines to reinforce that the original amount pertains to 100%.
As students work on the task, monitor for students who created various equations for the last question.
Launch
Arrange students in groups of 2. Give 5–8 minutes of quiet work time. After 5 minutes allow students to work with a partner or to continue to work alone.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organization and problem solving. For example, present one question at a time and monitor students to ensure they are making progress throughout the activity.
Supports accessibility for: Organization; Attention
Student Facing
For each problem, complete the double number line diagram to show the percentages that correspond to the original amount and to the new amount.
The gas tank in dad’s car holds 12 gallons. The gas tank in mom’s truck holds 50% more than that. How much gas does the truck’s tank hold?
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At a movie theater, the size of popcorn bags decreased 20%. If the old bags held 15 cups of popcorn, how much do the new bags hold?
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A school had 1,200 students last year and only 1,080 students this year. What was the percentage decrease in the number of students?
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One week gas was \$1.25 per gallon. The next week gas was \$1.50 per gallon. By what percentage did the price increase?
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After a 25% discount, the price of a T-shirt was \$12. What was the price before the discount?
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Compared to last year, the population of Boom Town has increased 25%. The population is now 6,600. What was the population last year?
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Student Response
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Anticipated Misconceptions
Students may continue to struggle to recognize the original amount and new amount with the proper percentages on the double number line.  Remind them that the original amount always corresponds to 100%.
Activity Synthesis
Select students to share the values they identified as original amount and the new amount for a few problems. Discuss how 100% always corresponds to the original value and when there is an increase in the value the new value corresponds to a percentage greater than the original 100%.
Select students to share the different equations they came up with. Discuss how the distributive property is useful for finding the percentage that corresponds with the new value instead of the percentage of the change.
Discuss how solving problems about percent change may require either multiplying or dividing numbers. It can be confusing, but it helps to first express the relationship as an equation and then think about how you can find the unknown number. Looking at the examples below, the first two require multiplication, but the others require division.
Using the structure A% of B is C:
\((1.5) \boldcdot 12 = c\)
\((0.80) \boldcdot 15 = c\)
\(a \boldcdot (1,\!200) = 1,\!080\)
\(a \boldcdot (1.25) = 1.50\)
\((0.75) \boldcdot b = 12\)
\((1.25) \boldcdot b = 6,\!600\)
Representing, Speaking: MLR7 Compare and Connect.
Use this routine after selected students share the values they identified for the original amount and the new amount for a few problems. Ask students what is the same and what is different about the ways double number lines were used to represent percent increase and decrease for the different situations. Call students' attention to how the original amount is represented as 100% in the tape diagrams and in some of the equations. This will help strengthen students' mathematical language use and reasoning based on percent increase and decrease.
Design Principle(s): Maximize meta-awareness


correct_option_index: 1