few_shots: Example:
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

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000972

6
options: Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
problem_activity: Activity
In this activity, students continue to work with inequalities in two variables in context. They write an inequality that represents the constraints in a situation, graph its solutions, and interpret points in the solution region.
Earlier, students saw that some points in the solution region might satisfy an inequality (mathematically) but might not work in the given situation because other considerations were at play. Here, they see another reason that some values that satisfy an inequality might be unfeasible in the situation—namely, that the pair of values must be whole numbers. When students think about the plausibility of these values in context, they engage in an aspect of mathematical modeling (MP4).
As students work, look for those who plot discrete points to represent the solution region and those who shade a part of the plane.
Launch
Arrange (or keep) students in groups of 2. Give students a few minutes of quiet time to work on the first three questions, and then time to discuss their responses before they continue with the last two questions.
Representation: Internalize Comprehension.
To support working memory, provide students with sticky notes or mini whiteboards. Some students may need extra time to explore possible combinations for multiples of 9 and 5. Encourage them to model these combinations by drawing pictures or listing multiples of each number using the whiteboard or sticky notes.
Supports accessibility for: Memory; Organization
Student Facing
A vendor at the Saturday Market makes
$
9 profit on each necklace she sells and
$
5 profit on each bracelet.
Find a combination of necklaces and bracelets that she could sell and make:
exactly $100 profit
more than $100 profit
Write an equation whose solution is the combination of necklaces and bracelets she could sell and make exactly $100 profit.
Write an inequality whose solutions are the combinations of necklaces and bracelets she could sell and make more than $100 profit.
Graph the solutions to your inequality.
[IMG]
Is
\((3,18.6)\)
a solution to the inequality? Explain your reasoning.
Student Response
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Student Facing
Are you ready for more?
Write an inequality using two variables
\(x\)
and
\(y\)
where the solution would be represented by shading the entire coordinate plane.
Write an inequality using two variables
\(x\)
and
\(y\)
where the solution would be represented by not shading any of the coordinate plane.
Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
Some students may have trouble graphing the line that delineates the solution region from non-solution region because they are used to solving for the variable
\(y\)
, but here the variables are
\(b\)
and
\(n\)
. Ask these students to decide which variable to solve for based on the graph that has been set up. Ask them to notice which quantity is represented by the vertical axis.
Activity Synthesis
If some students plotted discrete points and some shaded the region, choose one of each and display these for all to see. Ask students why each one might be an appropriate representation of the solutions to the inequality.
Highlight that the discrete points represent the situation more accurately, because it is impossible to sell a fraction of a bracelet or 2.75 necklaces. It is, however, tedious to plot a bunch of points to show the solution region. It is much easier to shade the entire region, but with the understanding that, in this situation, only whole-number values make sense as solutions.


correct_option_index: 3