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:
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 the rules of probability to compute probabilities of compound events in a uniform probability model.

Use random sampling to draw inferences about a population.

Summarize and describe distributions.

Calculate expected values and use them to solve problems.

Use probability to evaluate outcomes of decisions.

Draw informal comparative inferences about two populations.

Interpret linear models.

Develop understanding of statistical variability.

Investigate chance processes and develop, use, and evaluate probability models.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Understand and evaluate random processes underlying statistical experiments.

Summarize, represent, and interpret data on a single count or measurement variable.

Investigate patterns of association in bivariate data.

Understand independence and conditional probability and use them to interpret data.

Summarize, represent, and interpret data on two categorical and quantitative variables.
problem_activity: Warm-up
This warm-up reinforces students’ understanding about the relationship between the mean absolute deviation (MAD) and the spread of data. In the given scenarios, the number of people attending the two events and their mean age are the same, but the MADs are different. In the first question, students interpret these measures in the context of the situations. In the second, they draw a dot plot that could represent an age distribution with the same mean and yet another MAD.
As students work and discuss, identify several students who drew dot plots that correctly meet the criteria in the second question. Ask students with different dot plots to share during whole-class discussion.
Students may need more time to make sense of how to generate their own dot plot for the second question. If it is not possible to give students additional time, consider presenting the second question at a different time.
Launch
Arrange students in groups of 2. Give students 1 minute of quiet think time for the first question, and then 2–3 minutes to work on the second question with a partner. Display the following questions for all to see. Ask students to think about and discuss them before drawing their dot plots:
“How many data points should be on the dot plot?”
“How would the mean help us place the data points?”
“How would the MAD help us place the data points?”
“How should our dot plot compare to the dot plots of data sets A and B?”
Student Facing
Here are two dot plots and two stories. Match each story with a dot plot that could represent it. Be prepared to explain your reasoning.
[IMG]
Twenty people—high school students, teachers, and invited guests—attended a rehearsal for a high school musical. The mean age was 38.5 years and the MAD was 16.5 years.
High school soccer team practice is usually watched by supporters of the players. One evening, twenty people watched the team practice. The mean age was 38.5 years and the MAD was 12.7 years.
Another evening, twenty people watched the soccer team practice. The mean age was similar to that from the first evening, but the MAD was greater (about 20 years).
Make a dot plot that could illustrate the distribution of ages in this story.
[IMG]
Student Response
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Activity Synthesis
Poll students on their response to the first question. Ask a student to explain how they matched one context to its dot plot and another student to explain the second matching context and dot plot. Record and display their responses for all to see. If possible, record their responses directly on the dot plots.
Ask selected students to share their dot plots for the second question and their reasoning. To involve more students in the conversation, consider asking some of the following questions:
“What was the first piece of information you used to draw your dot plot? Why?”
“How did you decide where to place your dots?”
“How is your dot plot the same or different than the first evening of soccer practice?”
“Do you agree or disagree with this representation of the context? Why?”
“Do you have any questions to ask the student who drew the dot plot?”


correct_option_index: 2