few_shots: Example:
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:
B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000972

6
options: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
problem_activity: Narrative
In this activity, students analyze three different ways to subtract. They see that taking away is one way to find the difference, but that you can also count on or use known addition facts. Students further solidify their understanding that addition and subtraction are related, which sets the groundwork for a later activity when students solve subtraction problems within 10.
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to connecting cubes or two-color counters.
Activity
Read the task statement.
“First you will work on your own. Think about what each student means and be ready to explain your thinking in a way that others will understand.”
5 minutes: independent work time
4 minutes: partner discussion
Monitor for students who can use the 10-frame with six red counters to explain the relationship between
\(10 - 6\)
and
\(6 + \boxed{\phantom3} = 10\)
.
Student Facing
Mai, Diego, and Noah find the value of
\(10 - 6\)
.
Diego says, “I can take away.”
[IMG]
What does Diego mean?
Be ready to explain your thinking in a way that others will understand.
Mai says, “I can count on.”
[IMG]
What does Mai mean?
Be ready to explain your thinking in a way that others will understand.
Noah says, “I can use what I know about
\(6 + 4\)
to help me.”
What does Noah mean?
Be ready to explain your thinking in a way that others will understand.
Student Response
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Activity Synthesis
Invite previously identified students to share.
“Who can restate what _____ just showed us?” (Diego subtracted by taking away 6 counters one at a time and saw that there were 4 counters left. Mai subtracted by thinking about addition. She counted on from 6 until she got to 10 and noticed she counted up 4. Noah knows his sums of 10. He knows 10 can be made by 6 and 4, so
\(10 - 6 = 4\)
.)
“Which method do you like best?” (I know my sums to 10 so I would use that. I like counting on because I like to add more than take away.)


correct_option_index: 0

1