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: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.

Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
problem_activity: Narrative
The purpose of this activity is for students to sort triangles into more specific categories. This requires students to attend to an attribute other than the number of sides. As students sort the triangles, monitor for students who sort by the number of equal side lengths or the presence of a right angle (MP7). Although the terms “equilateral,” “isosceles,” and “scalene” are not introduced in this lesson it is fine if students already know them and use them to describe the groups of triangles.
MLR2 Collect and Display.
Direct attention to words collected and displayed from the previous lesson. Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Reading
Representation: Access for Perception.
Synthesis: Use gestures during explanation of triangle sorting to emphasize side lengths of triangles.
Supports accessibility for: Visual-Spatial Processing
Required Materials
Materials to Copy
Triangle Cards Grade 3
Required Preparation
Create a set of cards from the blackline master for each group of 2 or 4.
When copying the card sort triangles, use colored paper to distinguish these cards from the cards in the next activity.
Launch
Groups of 2 or 4
Distribute one set of pre-cut cards to each group of students.
“What do you notice about the shapes on the cards?” (The shapes are all triangles. They all look different. Some of them have sides that are the same length.)
1 minute: quiet think time
Activity
“Work with your partner to sort the triangles into categories. Be sure to explain your categories.”
8 minutes: partner work time
Monitor for students that sort the triangles into groups based on:
the number of sides with equal length (all, two, none)
the sides and corners having the same size (the triangles being identical)
the presence of right angles
Student Facing
Sort the triangles into categories. Record your categories and be prepared to explain how you sorted the shapes.
[IMG]
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 say they aren’t sure how to sort the shapes because they are all triangles, consider asking:
“What other attributes have you used before to sort shapes?”
“How are some of the triangles different?”
Activity Synthesis
Select groups to share their categories and how they sorted their cards.
Allow as many categories to be presented as time permits, but be sure to highlight categories based on the number of sides with equal length.
Highlight the use of terms like “equal side lengths” and “angles.”
Record and display the attributes students use to categorize the triangles.


correct_option_index: 1