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?


Standard options: 
A. Solve linear equations in one variable.
B. Analyze and solve pairs of simultaneous linear equations.


Your response:
Thought: The last three rows of the table in the first problem involves solving pairs of simultaneous linear equations. The second word problem can also be represented as two simultaneous linear equations.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001392

8
options: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
In this activity, students solve contextual problems that involve subtracting numbers with non-zero digits from numbers with one or more zero digits. Students may choose other ways to find the difference (for example, adding up and using a number line to keep track), but are asked to use the standard algorithm at least once.
In the launch, students subtract their age from the current year. This provides an opportunity for students to notice the relationship between this difference and their current age (MP7).
Required Materials
Materials to Gather
Grid paper
Launch
Groups of 2
Give students access to grid paper.
“Write the year that you were born down and subtract that year from the current year.”
“Share with a neighbor what you found out.” (Students will notice that the number that results is their current age or the age they will be on their upcoming birthday.)
“Jada used this method to find the age of some of her relatives.”
Activity
10 minutes: partner work time
Student Facing
Jada recorded the birth year of some of her maternal grandparents for a family history project.
|   family member   | birth year |
|-------------------|------------|
|    grandmother    |    1952    |
|    grandfather    |    1948    |
| great-grandmother |    1930    |
| great-grandfather |    1926    |
As of this year, what is the age of each family member? Show your reasoning. Use the standard algorithm at least once.
Student Response
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Activity Synthesis
Ask students to share responses.
“Which years did you find easiest to subtract? Which were more difficult? Why?” (Subtracting a year without decomposing any units was easier than subtracting a year that required decomposing.)
Prompt students to check and compare ages found using the standard algorithm and those found using other ways of reasoning.


correct_option_index: 2