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: Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems  using information presented in a bar graph.
problem_activity: Narrative
The purpose of this activity is for students draw their own picture graphs to represent given data. Each student receives a data table to use. After drawing their own graphs, they share their graph with a partner and receive feedback on what is clear and what they could improve. As students represent the data and share their graphs with others, they notice and describe the features of picture graphs that make it easy for others to understand (MP3, MP6). While students are making their graphs, monitor for any features that many students leave out (for example, titles or category labels) to emphasize when sharing in the synthesis.
The data tables will be used again in the next activity.
This activity uses
MLR8 Discussion Supports
. Advances: reading, writing, and conversing.
Required Materials
Materials to Copy
Data Tables
Picture and Bar Graph Template
Required Preparation
Each student needs 1 data table from the blackline master. Each student in a group of 2 may receive different data tables.
Launch
Groups of 2
Display “2nd Graders’ Favorite Sports” graph.
“What can you learn about 2nd graders’ favorite sports from this graph?”
“What are some features of this graph that help us understand the data?”
Share responses.
Highlight the important features (title, labels, and pictures or symbols).
Activity
"Now you are going to create your own picture graph."
Give each student 1 data table and a graph template from the blackline master.
“Write the number of the data table on your page.”
“This graph uses smiley faces, but you may choose something different when you make your graph."
"Think about what picture you are going to use, then represent the data shown in your table in a picture graph.”
10 minutes: independent work time
Monitor for students who use symbols that are easy to draw.
“Switch graphs with your partner.”
“Tell your partner 1 thing you think they did really well and 1 thing you still have a question about.”
MLR8 Discussion Supports
Display sentence frames.
“You did _____ really well in your graph.”
“Why did you . . . ?”
“Can you say more about . . . ?”
5 minutes: partner work time
Student Facing
A group of 2nd graders were asked, “What is your favorite sport?” Their responses are shown in this picture graph.
[IMG]
Represent the data shown in your table in a picture graph.
Table # _______
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Display graphs of previously selected students.
“What is same about these graphs? What is different?”
1 minute: quiet think time
1
–
2 minutes: partner discussion
Share responses.
Consider asking selected students:
“Why did you choose that symbol?”
"What other features did you add to your graph to help others' understand it?"


correct_option_index: 1