few_shots: Example:
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?


Mathematical concept/skill options: 
A. Write expressions in equivalent forms to solve problems.
B. Understand properties of multiplication and the relationship between multiplication and division.
C. Interpret the structure of expressions.
D. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
E. Use polynomial identities to solve problems.
F. Understand the relationship between zeros and factors of polynomials.
G. Write and interpret numerical expressions.
H. Work with equal groups of objects to gain foundations for multiplication.
I. Perform arithmetic operations on polynomials.
J. Create equations that describe numbers or relationships
K. Generate and analyze patterns.
L. Analyze and solve linear equations and pairs of simultaneous linear equations.
M. Understand solving equations as a process of reasoning and explain the reasoning.
N. Apply and extend previous understandings of arithmetic to algebraic expressions.
O. Rewrite rational expressions.
P. Represent and solve problems involving multiplication and division.
Q. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
R. Reason about and solve one-variable equations and inequalities.
S. Understand and apply properties of operations and the relationship between addition and subtraction.
T. Understand the connections between proportional relationships, lines, and linear equations.
U. Multiply and divide within 100.
V. Gain familiarity with factors and multiples.
W. Use the four operations with whole numbers to solve problems.
X. Work with addition and subtraction equations.
Y. Represent and solve problems involving addition and subtraction.
Z. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
AA. Solve equations and inequalities in one variable.
AB. Solve systems of equations.
AC. Represent and analyze quantitative relationships between dependent and independent variables.
AD. Work with radicals and integer exponents.
AE. Represent and solve equations and inequalities graphically.
AF. Analyze patterns and relationships.
AG. Use properties of operations to generate equivalent expressions.
AH. Add and subtract within 20.


Your response:
Thought: This set of problems involves solving linear equations and pairs of linear equations.
Answer: L

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001392

8
options: Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Measure lengths indirectly and by iterating length units.

Tell and write time.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Measure and estimate lengths in standard units.

Geometric measurement: understand concepts of angle and measure angles.

Relate addition and subtraction to length.

Describe and compare measurable attributes.

Convert like measurement units within a given measurement system.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Represent and interpret data.

Work with time and money.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Classify objects and count the number of objects in each category.
problem_activity: Narrative
The purpose of this activity is for students to convert between measurements in milliliters and liters, providing practice multiplying and dividing by 1,000. Students work with numbers in many forms including whole numbers, decimals, fractions, and numbers in exponential form.
Engagement: Internalize Self-Regulation.
Synthesis: Provide students an opportunity to self-assess and reflect on their own progress. For example, provide students with a partially completed chart to compare their answers and talk about the similarities and differences with their partners.
Supports accessibility for: Attention; Memory; Social-Emotional Functioning
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?” (There are different sized water bottles. There are numbers underneath the water bottles. How much more water does the big one hold than the little one? How many milliliters are in a liter?)
Display a table like this one:
|  L  |   mL    |
|-----|---------|
|  1  |  1,000  |
| 10  |         |
| 0.1 |         |
|     | 100,000 |
|     |   10    |
“What numbers go in the empty boxes in the table?”
30 seconds quiet think time
“Explain your thinking to a partner.”
Fill in the table and leave it displayed for students to refer to during the lesson.
|  L   |   mL    |
|------|---------|
|  1   |  1,000  |
|  10  | 10,000  |
| 0.1  |   100   |
| 100  | 100,000 |
| 0.01 |   10    |
Activity
3–5 minutes: independent work time
1–2 minutes: partner discussion
Monitor for students who:
compare the quantities by converting milliliters to liters
compare by converting liters to milliliters
Student Facing
[IMG]
Complete the table.
|    L     |    mL    |
|----------|----------|
|    5     |          |
|   6.3    |          |
|   0.95   |          |
| \(10^2\) |          |
|          | 800,000  |
|          | \(10^6\) |
|          |    65    |
Decide if the two measurements are equal. If not, choose which one is greater. Explain or show your reasoning.
15 mL and 0.15 L
2,500 mL and 2.5 L
200 mL and
\(\frac{1}{4}\)
L
1 mL and
\(\frac{1}{1,000}\)
L
15,600 mL and 15.5 L
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students confuse the operations they need to use to convert milliliters to liters or liters to milliliters, refer to the table from the launch and ask, “What patterns do you notice?”
If necessary, add rows to the table and ask them to explain how many milliliters of water are in 2 liters of water and 3 liters of water, and 0.001 liter of water.
Activity Synthesis
Invite selected students to share how they compared the measurements.
Display: 15,600 mL and 15.5 L
“How many liters are 15,600 milliliters? How do you know?” (15.6 since I divide by 1,000)
“How many milliliters are 15.5 liters? How do you know?” (15,500 since there are 1,000 milliliters in each liter so that’s 15,000 and half of a thousand which is 500.)
“Which is greater? 15,600 milliliters or 15.5 liters? How do you know?” (15,600 mL because I can compare them using either liters or milliliters.)
“When you solved this problem, did you convert from milliliters to liters or from liters to milliliters? Why?” (I converted from liters to milliliters because multiplying by 1,000 is more comfortable than dividing by 1,000.)


correct_option_index: 8