few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Topic options: 
A. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
B. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
C. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
D. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
E. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
H. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
I. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
J. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
K. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.


Your response:
Thought: In this problem, students learn to recognize equivalent fractions. Each lap around the school is 1/4 mile, while each lap around the playground is 1/12 mile. Three laps around the playground is 3/12 mile, which is equivalent to 1/4.
Answer: D

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_000212

4
options: Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
problem_activity: Activity
Students continue to use diagrams to represent the ratio of ingredients in a recipe as well as mixtures that contain multiple batches. They come to understand that a change in the number of batches changes the quantities of the ingredients, but the end product tastes the same. They then use this observation to come up with a working definition for equivalent ratio.
Launch
Launch the task with a scenario and a question: “Let’s say you are planning to make cookies using your favorite recipe, and you’re going to ‘double the recipe.’ What does it mean to double a recipe?”
There are a few things you want to draw out in this conversation:
If we double a recipe, we need to double the amount of
every ingredient
. If the recipe calls for 3 eggs, doubling it means using 6 eggs. If the recipe calls for
\(\frac13\)
teaspoon of baking soda, we use
\(\frac23\)
teaspoon of baking soda, etc.
We expect to end up with twice as many cookies when we double the recipe as we would when making a single batch.
However, we expect the cookies from 2 batches of a recipe to taste
exactly the same
as those from a single batch.
Tell students they will now think about making different numbers of batches of a cookie recipe.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Invite students to talk about their ideas with a partner before writing them down. Display sentence frames to support students when they explain their strategy. For example, "I noticed _____, so I . . .", "In my diagram, _____ represents . . .", and “To find an equivalent ratio, first I _____ because . . . .” This will help students produce mathematical language as they make sense of equivalent ratios using diagrams.
Supports accessibility for: Language; Social-emotional skills
Student Facing
A recipe for one batch of cookies calls for 5 cups of flour and 2 teaspoons of vanilla.
Draw a diagram that shows the amount of flour and vanilla needed for
two
batches of cookies.
How many batches can you make with 15 cups of flour and 6 teaspoons of vanilla? Show the additional batches by adding more ingredients to your diagram.
How much flour and vanilla would you need for 5 batches of cookies?
Whether the ratio of cups of flour to teaspoons of vanilla is
\(5:2\)
,
\(10:4\)
, or
\(15:6\)
, the recipes would make cookies that taste the same. We call these
equivalent ratios
.
Find another ratio of cups of flour to teaspoons of vanilla that is equivalent to these ratios.
How many batches can you make using this new ratio of ingredients?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
For the fourth question, students may not multiply both the amount of flour and the amount of vanilla by the same number. If this happens, refer students to the previous questions in noting that the amount of each ingredient was changed in the same way.
Activity Synthesis
Invite a few students to share their responses and diagrams with the class. A key point to emphasize during discussion is that when we double (or triple) a recipe, we also have to double (or triple) each ingredient. Record a working (but not final) definition for equivalent ratio that can be displayed for at least the next several lessons. Here is an example: “Cups of flour and teaspoons of vanilla in the ratio
\(5:2\)
,
\(10:4\)
, or
\(15:6\)
are equivalent ratios because they describe different numbers of batches of the same recipe.” Include a diagram in this display.


correct_option_index: 9