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?


Mathematical concept/skill options: 
A. Write expressions in equivalent forms to solve problems.
B. Understand properties of multiplication and the relationship between multiplication and division.
C. Interpret the structure of expressions.
D. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
E. Use polynomial identities to solve problems.
F. Understand the relationship between zeros and factors of polynomials.
G. Write and interpret numerical expressions.
H. Work with equal groups of objects to gain foundations for multiplication.
I. Perform arithmetic operations on polynomials.
J. Create equations that describe numbers or relationships
K. Generate and analyze patterns.
L. Analyze and solve linear equations and pairs of simultaneous linear equations.
M. Understand solving equations as a process of reasoning and explain the reasoning.
N. Apply and extend previous understandings of arithmetic to algebraic expressions.
O. Rewrite rational expressions.
P. Represent and solve problems involving multiplication and division.
Q. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
R. Reason about and solve one-variable equations and inequalities.
S. Understand and apply properties of operations and the relationship between addition and subtraction.
T. Understand the connections between proportional relationships, lines, and linear equations.
U. Multiply and divide within 100.
V. Gain familiarity with factors and multiples.
W. Use the four operations with whole numbers to solve problems.
X. Work with addition and subtraction equations.
Y. Represent and solve problems involving addition and subtraction.
Z. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
AA. Solve equations and inequalities in one variable.
AB. Solve systems of equations.
AC. Represent and analyze quantitative relationships between dependent and independent variables.
AD. Work with radicals and integer exponents.
AE. Represent and solve equations and inequalities graphically.
AF. Analyze patterns and relationships.
AG. Use properties of operations to generate equivalent expressions.
AH. Add and subtract within 20.


Your response:
Thought: This set of problems involves solving linear equations and pairs of linear equations.
Answer: L

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001392

8
options: Use complex numbers in polynomial identities and equations.

Compute fluently with multi-digit numbers and find common factors and multiples.

Represent and model with vector quantities.

Apply and extend previous understandings of numbers to the system of rational numbers.

Use properties of rational and irrational numbers.

Perform arithmetic operations with complex numbers.

Reason quantitatively and use units to solve problems.

Extend the properties of exponents to rational exponents.

Perform operations on matrices and use matrices in applications.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Represent complex numbers and their operations on the complex plane.

Perform operations on vectors.
problem_activity: Activity
The purpose of this task is for students to understand that for a given number, numbers to the left are always less than the number, and numbers to the right are always greater than the number. The precise use of the term “absolute value” is not expected at this time.
Teacher Notes for IM 6–8 Accelerated
During the activity synthesis, introduce the terms
opposite
and
rational number
. Two numbers that are the same distance from zero on the number line are called opposites. Rational numbers are fractions and their opposites.
Digital
Launch
Allow 10 minutes quiet work time followed by whole-class discussion.
Students using the digital materials can graph the points and check them with the applet. Marks at each half, quarter, and eighth of a unit can be shown to help plot the points or to self-check for accuracy.
Representation: Internalize Comprehension.
Activate or supply background knowledge about equivalent fractions. Some students may benefit from access to pre-prepared number lines to compare fractions for the final two problems.
Supports accessibility for: Conceptual processing; Organization
Student Facing
Plot the numbers -2, 4, -7, and 10 on the number line. Label each point with its numeric value.
[IMG]
Decide whether each inequality statement is true or false. Be prepared to explain your reasoning.
\(\text-2 < 4\)
\(\text-2 < \text-7\)
\(4 > \text-7\)
\(\text-7 > 10\)
Drag each point to its proper place on the number line. Use your observations to help answer the questions that follow.
Andre says that
\(\frac14\)
is less than
\(\text{-}\frac {3}{4}\)
because, of the two numbers,
\(\frac14\)
is closer to 0. Do you agree? Explain your reasoning.
Answer each question. Be prepared to explain how you know.
Which number is greater:
\(\frac14\)
or
\(\frac54\)
?
Which number is farther from 0:
\(\frac14\)
or
\(\frac54\)
?
Which number is greater:
\(\text{-}\frac {3}{4}\)
or
\(\frac58\)
?
Which number is farther from 0:
\(\text{-}\frac {3}{4}\)
or
\(\frac58\)
?
Is the number that is farther from 0 always the greater number? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Allow 10 minutes quiet work time followed by whole-class discussion.
Students using the digital materials can graph the points and check them with the applet. Marks at each half, quarter, and eighth of a unit can be shown to help plot the points or to self-check for accuracy.
Representation: Internalize Comprehension.
Activate or supply background knowledge about equivalent fractions. Some students may benefit from access to pre-prepared number lines to compare fractions for the final two problems.
Supports accessibility for: Conceptual processing; Organization
Student Facing
Plot the numbers -2, 4, -7, and 10 on the number line. Label each point with its numeric value.
[IMG]
Decide whether each inequality statement is true or false. Be prepared to explain your reasoning.
\(\text-2 < 4\)
\(\text-2 < \text-7\)
\(4 > \text-7\)
\(\text-7 > 10\)
Andre says that
\(\frac14\)
is less than
\(\text{-}\frac {3}{4}\)
because, of the two numbers,
\(\frac14\)
is closer to 0. Do you agree? Explain your reasoning.
Answer each question. Be prepared to explain how you know.
Which number is greater:
\(\frac14\)
or
\(\frac54\)
?
Which is farther from 0:
\(\frac14\)
or
\(\frac54\)
?
Which number is greater:
\(\text{-}\frac {3}{4}\)
or
\(\frac58\)
?
Which is farther from 0:
\(\text{-}\frac {3}{4}\)
or
\(\frac58\)
?
Is the number that is farther from 0 always the greater number? Explain your reasoning.
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
Some students may have difficulty comparing numbers on the negative side of the number line. Have students plot the numbers on a number line from least to greatest. It may be helpful to provide an example that students can use as a visual aid while they are working independently.
Some students may have difficulty comparing fractions in question 4. Remind them that comparing fractions is easier using a common denominator. Suggest that they subdivide the interval from 0 to 1 into fourths or eighths.
Activity Synthesis
The key takeaway from the discussion is that now that we have numbers on both sides of 0, distance from 0 isn’t enough to compare two numbers. Instead, we call numbers farther to the left on the number line “less” and numbers farther to the right “greater.” Display the following number line for all to see:
[IMG]
One inequality at a time, ask students to indicate whether they think each of the following is true or false:
\(\frac54 > \text{-}\frac {3}{2}\)
(true)
\(\frac54\)
is farther from 0 than
\(\text{-}\frac {3}{2}\)
(false)
\(\text{-}\frac {3}{2} < \text{-}\frac {3}{4}\)
(true)
\(\text{-}\frac {3}{2}\)
is farther from 0 than
\(\text{-}\frac {3}{4}\)
(true)
Invite students to share their reasoning. Here are some sentence frames that might be helpful:
“__ is greater (less) than __ because __.”
“__ is farther from 0 than __ because __.”
Speaking: MLR2 Collect and Display.
During the class discussion, record and display words and phrases that students use to explain why they decided certain inequality statements are true or false. Highlight phrases that include a reference to “to the right of,” “to the left of,” and a distance from zero. If students use gestures to support their reasoning, do your best to connect words to the gestures.
Design Principle(s): Optimize output (for explanation); Support sense-making


correct_option_index: 3