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 to use a bar graph to compare two quantities and describe the methods they use to find the unknown difference. Monitor for students who draw on the graph and describe ways of finding the difference by counting on or counting back. If students draw on their graph or do not discuss both counting methods during the activity, create and display work so that each method can be discussed during the synthesis. The discrete segments of the bar graph are used to elicit these counting methods (MP5), however, some students may use addition or subtraction, including known sums, to find the difference. Encourage these students to connect their methods to the counting methods shared in the synthesis.
MLR8 Discussion Supports.
Provide all students with an opportunity to speak and to practice using comparison statements. Invite students to chorally repeat statements that use “more” and “fewer” in unison 1–2 times.
Advances: Speaking, Listening
Launch
Groups of 2
Display the image (graph with no scale).
“A group of third grade students were asked, ‘What pets do you have?’ Their responses are shown in the bar graph."
"What do you notice about the data in the graph? What do you wonder?”
1 minute: quiet think time
1 minute: partner discussion
Monitor for students to say: “More students have cats than have rabbits,” or wonder, “How many more students have cats than have rabbits?”
Share and record student responses.
If students do not make statements using “more” or “fewer,” display:
“There are more _____ than _____.”
“There are fewer _____ than _____.”
“How could you complete the sentences to make them true statements about the graph?”
1 minute: quiet think time
1 minute: partner discussion
Share responses.
Activity
“You noticed that more students have cats than have rabbits. Your job now is to figure out how many more students have cats than have rabbits. Think about two different ways you can find the answer and record them.”
3–4 minutes: independent work time
2–3 minutes: partner discussion
Monitor for a student who uses a counting on method and a student who uses a counting back method.
Student Facing
A group of third grade students were asked, "What pets do you have?" Their responses are shown in the bar graph.
What do you notice? What do you wonder?
[IMG]
Their responses are also shown in this bar graph.
[IMG]
How many more students have cats than have rabbits? Show two ways to find the difference.
Student Response
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Activity Synthesis
Invite previously identified students to share how they found the difference. If methods are only explained verbally, consider asking, “Can you show us on the bar graph how you could count on (or count back) to find how many more?”
Record student methods with an equation. For example, for students who describe counting on, write “8 + 9 = 17.”
"How are their methods similar? How are their methods different?" (One method starts with the smaller number of pets and counts on to the larger number, like adding 9 more. The other starts with the larger number of pets and counts back to the smaller number, like subtracting 9.)


correct_option_index: 1