few_shots: Example 1:
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

Example 2:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

Example 3:
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_000972

6

fl_problem_001097

7

fl_problem_001392

8
options: Work with addition and subtraction equations.

Understand solving equations as a process of reasoning and explain the reasoning.

Create equations that describe numbers or relationships

Multiply and divide within 100.

Use the four operations with whole numbers to solve problems.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Understand properties of multiplication and the relationship between multiplication and division.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Add and subtract within 20.

Work with radicals and integer exponents.

Generate and analyze patterns.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Understand the relationship between zeros and factors of polynomials.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve equations and inequalities graphically.

Use polynomial identities to solve problems.

Solve systems of equations.

Understand and apply properties of operations and the relationship between addition and subtraction.

Write and interpret numerical expressions.

Represent and solve problems involving addition and subtraction.

Work with equal groups of objects to gain foundations for multiplication.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Analyze patterns and relationships.

Represent and solve problems involving multiplication and division.

Perform arithmetic operations on polynomials.

Write expressions in equivalent forms to solve problems.

Gain familiarity with factors and multiples.

Solve equations and inequalities in one variable.

Understand the connections between proportional relationships, lines, and linear equations.

Interpret the structure of expressions.

Use properties of operations to generate equivalent expressions.

Rewrite rational expressions.

Reason about and solve one-variable equations and inequalities.
problem_activity: Activity
In the previous activity, students interpreted given tape diagrams and explained how they represented a story. Here, they have a chance to draw tape diagrams to represent a story. The first story is a bit more scaffolded because it specifies what
\(x\)
represents. In the other two stories, students need to decide which quantity to represent with a variable and choose a letter to use. As with all activities in this lesson, students are
not
expected to write and solve an equation. This preliminary work supports the understanding needed to be able to represent such situations with equations.
Digital
Launch
Keep students in the same groups. You might have
each
student draw
all three
diagrams and compare them with their groups, working together to resolve any discrepancies. Or if time is short, you might assign
each
student in the group
a different story—
ask each student to explain their diagram to their group to see if their group members agree with their interpretation.
For classrooms using the digital version of the materials, take a minute to demonstrate how the controls work in the applet. Some students may prefer to draw the diagrams in their notebooks or on scratch paper.
Action and Expression: Internalize Executive Functions.
Provide students with a blank template of a tape diagram to represent each story.
Supports accessibility for: Language; Organization
Student Facing
Here are three more stories. Draw a tape diagram to represent each story. Then describe how you would find any unknown amounts in the stories.
Noah and his sister are making gift bags for a birthday party. Noah puts 3 pencil erasers in each bag. His sister puts
\(x\)
stickers in each bag. After filling 4 bags, they have used a total of 44 items.
Noah’s family also wants to blow up a total of 60 balloons for the party. Yesterday they blew up 24 balloons. Today they want to split the remaining balloons equally between four family members.
Noah’s family bought some fruit bars to put in the gift bags. They bought one box each of four flavors: apple, strawberry, blueberry, and peach. The boxes all had the same number of bars. Noah wanted to taste the flavors and ate one bar from each box. There were 28 bars left for the gift bags.
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
Keep students in the same groups. You might have
each
student draw
all three
diagrams and compare them with their groups, working together to resolve any discrepancies. Or if time is short, you might assign
each
student in the group
a different story—
ask each student to explain their diagram to their group to see if their group members agree with their interpretation.
For classrooms using the digital version of the materials, take a minute to demonstrate how the controls work in the applet. Some students may prefer to draw the diagrams in their notebooks or on scratch paper.
Action and Expression: Internalize Executive Functions.
Provide students with a blank template of a tape diagram to represent each story.
Supports accessibility for: Language; Organization
Student Facing
Here are three more stories. Draw a tape diagram to represent each story. Then describe how you would find any unknown amounts in the stories.
Noah and his sister are making gift bags for a birthday party. Noah puts 3 pencil erasers in each bag. His sister puts
\(x\)
stickers in each bag. After filling 4 bags, they have used a total of 44 items.
Noah’s family also wants to blow up a total of 60 balloons for the party. Yesterday they blew up 24 balloons. Today they want to split the remaining balloons equally between four family members.
Noah’s family bought some fruit bars to put in the gift bags. They bought one box each of four flavors: apple, strawberry, blueberry, and peach. The boxes all had the same number of bars. Noah wanted to taste the flavors and ate one bar from each box. There were 28 bars left for the gift bags.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Design a tiling that uses a repeating pattern consisting of 2 kinds of shapes (e.g., 1 hexagon with 3 triangles forming a triangle). How many times did you repeat the pattern in your picture? How many individual shapes did you use?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Much of the discussion will take place in groups. Here are some ideas for synthesizing students’ learning about creating tape diagrams:
Ask students if they had any disagreements in their groups and how they resolved them.
Ask students how they decided which unknown quantity to find in the story. The first story specifies
\(x\)
stickers, but the other stories do not define a variable.
Display one diagram for each story and ask students to explain how they are alike and how they are different.


correct_option_index: 8