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?


Standard options: 
A. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
B. Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
C. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)


Your response, in json format:
{
  "explanation": "This problem solves a real-world problem involving mixing ingredients for cookies. A student doing this problem would need to reason about equivalent ratios of butter amounts to sugar amounts.",
  "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
$$-\frac{1}{4}$$


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Your response, in json format:
{
  "explanation": "This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).",
  "answer": "B"
}

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?


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


Your response, in json format:
{
  "explanation": "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_000972

6

fl_problem_001097

7

fl_problem_001392

8
options: Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.

Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.

Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
problem_activity: Activity
In the previous lesson, students learned the definition of amplitude and midline by examining sine graphs produced to model the vertical position of a point on a rotating windmill. This activity keeps the windmill context and asks students to interpret both cosine and sine equations. They will need to focus on three different aspects of the equations:
The amplitude of the sine graph (length of the windmill blade)
The midline of the sine graph (height of the center of the windmill blades)
The direction the windmill spins (clockwise or counterclockwise).
Launch
Arrange students in groups of 2. Display an image of the blades of a windmill for all to see, such as this one from a previous lesson:
[IMG]
Tell students that these blades extend 4 meters from the center and that the center of the windmill is 20 meters off the ground. The windmill rotates counterclockwise.
Ask students to write an equation to represent the height in meters of the point
\(W\)
, relative to the ground, as a function of the angle
\(\theta\)
of rotation (
\(h = 4\sin(\theta) + 20\)
). Select 2–3 students to share how they wrote their equation. Tell them that in this activity they are going to work the opposite direction. That is, they are going to start with an equation giving the vertical position of a point
\(W\)
at the tip of a windmill blade and use it to describe the windmill.
Conversing: MLR8 Discussion Supports.
Use this routine to help students describe the three different windmills based on their equations. In their groups of 2, invite Partner A to begin with this sentence frame: “The windmill _____ because . . .”  and “The positive of negative sign tells me _____ because . . . .” Invite the listener, Partner B, to press for additional details and ask clarifying questions, such as “What is the amplitude of the windmill?” and “What is the midline of the windmill?” Students should switch roles for each equation. This will help students interpret sine equations in the context of a windmill by referring to specific features of the equations.
Design Principle(s): Support sense-making; Cultivate conversation
Representation: Access for Perception.
Provide students with a physical copy of the image displayed and information provided during the Launch. Check for understanding by inviting students to rephrase the information in their own words. Invite students to label the image based on the information provided. Keep the display of the image and information visible throughout the activity.
Supports accessibility for: Language; Memory
Student Facing
Here are three equations for three different windmills. Each equation describes the height
\(h\)
, in feet above the ground, of a point at the tip of a blade of a different windmill. The point is at the far right when the angle
\(\theta\)
takes the value 0. Describe each windmill and how it is spinning.
\(h = 2.5 \sin(\theta) + 10\)
\(h = \frac{4}{5} \sin(\theta) + 3\)
\(h = \text-1.5 \sin(\theta) + 5\)
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
If students struggle with the negative amplitude in the final question, encourage them to substitute in a few angle values
\(\theta\)
and plot them.
Activity Synthesis
Display the 3 equations for all to see. Begin the discussion by asking, “What is the midline and amplitude of each function and what do these values mean in this context?” (The midline is the height of windmill blades’ center and the amplitude is the length of the blades.) Record student responses next to the equations.
Ask students how they interpreted the sign in front of the sine on the last equation (it means that the windmill is spinning in the clockwise direction as the angle
\(\theta\)
increases). To help students visualize the impact of the negative sign in front of the expression, note that while
\(\sin(\theta)\)
increases from 0 to 1 as
\(\theta\)
increases from 0 to
\(\frac{\pi}{2}\)
,
\(\text-\sin(\theta)\)
decreases from 0 to -1 as
\(\theta\)
increases from 0 to
\(\frac{\pi}{2}\)
. In terms of the windmill, this would mean that instead of going toward the highest spot on its circle of rotation, the point
\(W\)
begins by going to the lowest spot on its circle of rotation. This means that the windmill is rotating in a clockwise direction instead of a counterclockwise direction.


correct_option_index: 0

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