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: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Narrative
The purpose of this activity is for students to practice identifying fractional intervals along a number line. This is Stage 2 of the center activity, Number Line Scoot. This activity encourages students to count by the number of intervals (the numerator). Students have to land exactly on the last tick mark, which represents 4, to encourage them to move along different number lines. While this activity does not focus on equivalence, it gives students exposure to this idea before they work more formally with it in the next section. In the synthesis, students relate counting on a number line marked off in whole numbers to their number lines marked off in fractional-sized intervals.
It may be helpful to play a few rounds with the whole class to be sure students are clear on the rules of the game. Keep the number line game boards for center use.
Engagement: Develop Effort and Persistence.
Check in and provide each group with feedback that encourages collaboration and community. For example, check in after the first round of Number Line Scoot.
Supports accessibility for: Attention, Social-Emotional Functioning
Required Materials
Materials to Gather
Base-ten blocks
Number cubes
Materials to Copy
Number Line Scoot Stage 2 Gameboard
Number Line Scoot Stage 2 Directions
Required Preparation
Each group of 2 students needs a number cube.
Each student needs at least 5 base-ten cubes to use as game pieces.
Launch
Groups of 2
Give each group of 2 a gameboard, two recording sheets, a number cube, and at least 10 base-ten cubes.
“Now you will play a game where you move, by fractions, along different number lines. To start, each player places a small cube on zero on each number line. The goal of the game is to get as many small cubes as you can to the 4 on any of the number lines.”
Roll the number cube, demonstrate where to record the rolled number and move that fraction along one of the number lines.
Activity
10 minutes: partner work time
As students work, monitor for students who count by the numerator once they have chosen a number line.
Activity Synthesis
Display a gameboard with a marker on
\(\frac{3}{4}\)
.
“If I rolled a 4, and chose to move
\(\frac{4}{4}\)
, how would you count the move?” (I would count 1, 2, 3, 4.)
“How did you know you have moved
\(\frac{4}{4}\)
?” (Because each space is
\(\frac{1}{4}\)
, so I need to move 4 times.)
Display a number line marked with only 0, 1, 2, 3, 4.
“How is counting along this number line the same and different than counting along your number lines?” (On the whole number one each space is 1 so we just count 1, 2, 3, 4. On our number lines we still count the jumps, but now each space is smaller than 1 so we need the denominator to tell us the size of each space.)


correct_option_index: 2