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?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Your response:
Thought: This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

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

Convert like measurement units within a given measurement system.

Classify objects and count the number of objects in each category.

Geometric measurement: understand concepts of angle and measure angles.

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

Work with time and money.

Measure and estimate lengths in standard units.

Describe and compare measurable attributes.

Tell and write time.

Measure lengths indirectly and by iterating length units.

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

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

Relate addition and subtraction to length.

Represent and interpret data.
problem_activity: Narrative
The purpose of this activity is for students to develop mathematical questions about their school community. This walk could also take place on the playground or in the local community.
MLR8 Discussion Supports.
Synthesis: As students share their questions, include a drawing or annotation to clarify any questions about context. Invite students to notice common language used in mathematical questions such as: how many, how much, which, more than, taller than, etc.
Advances: Speaking, Representing
Required Materials
Materials to Gather
Clipboards
Paper
Launch
Give each student a clipboard with a blank piece of paper.
“We’re going to take another walk around the school. Your job is to think of math questions that you would like to answer about our school. Use your recording sheet to help you remember what questions you have.”
Activity
15 minutes: whole-class school walk
Student Facing
What math questions do you have about our school?
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Activity Synthesis
Invite students to share their questions.
Record student questions on an anchor chart. Keep the chart display during the next activity.


correct_option_index: 3

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