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: Count to tell the number of objects.

Know number names and the count sequence.

Compare numbers.
problem_activity: Narrative
The purpose of this activity is for students to learn a new variation of stage 2 of the Math Stories center. Students use two-color counters to act out and tell stories involving addition or subtraction with the background mats. Students use objects or drawings to represent and solve the story problem that is told to them by their partner.
After they participate in the center, students choose from any stage of previously introduced centers.
Bingo
Math Fingers
Subtraction Towers
5-frames
Counting Collections
Required Materials
Materials to Gather
Materials from previous centers
Two-color counters
Materials to Copy
Math Stories Stage 2 Recording Sheet
Math Stories Stage 2 Backgrounds
Required Preparation
Each group of 2 needs 10 two-color counters.
Gather materials from:
Bingo, Stages 1-3
Math Fingers, Stages 1-3
Math Stories, Stages 1 and 2
Subtraction Towers, Stage 1
5-frames, Stages 1 and 2
Counting Collections, Stage 1
Launch
Groups of 2
Give each group of students 10 two-color counters and a set of background mats. Give each student a recording sheet.
“We are going to learn a new way to do the Math Stories center.”
Display the background mat with a playground.
“This time I need to think of a story to go with the background mat. I also need to think of a question to ask at the end of the story.”
“My story is: 6 kids were playing on the rings. Then 2 of the kids left to go play on the slide.”
“What question can I ask at the end of my story?” (How many kids are still playing on the rings?)
30 seconds: quiet think time
Share responses.
“Now I’ll tell my partner my story and ask the question.”
“You can use the background mats to help you act out the story if it is helpful. You can also draw a picture on the recording sheet. Write a number to show the answer to the story problem.”
“Take turns telling story problems to go with the background mats. Remember to include a question for your partner at the end of your story problem.”
Activity
8 minutes: partner work time
“Now you can choose another center. You can also continue playing Math Stories.”
Display the center choices in the student book.
Invite students to work at the center of their choice.
8 minutes: center work time
If time, invite students to choose another center.
Student Facing
Choose a center.
Bingo
[IMG]
Math Fingers
[IMG]
Subtraction Towers
[IMG]
5-frames
[IMG]
Math Stories
[IMG]
Counting Collections
[IMG]
Activity Synthesis
Invite 2 students to share different story problems about the same background mat.
As each student shares, record the action with words and numbers and an expression. For example: “3 and 6” and “
\(3 + 6\)
”.
“What was the same about the stories? What was different?”


correct_option_index: 0

1