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: Analyze and solve pairs of simultaneous linear equations.

Solve linear equations in one variable.
problem_activity: Activity
In this activity, students get a chance to practice solving equations with a single variable. The equations resemble the types of equations students see in the associated Algebra 1 lesson after they substitute for a variable. Students will work in pairs and each partner is responsible for answering the questions in either column A or column B. Although each row has two different problems, they share the same answer. Ensure that students work their problems out independently and collaborate with one another when they do not arrive to the same answers. Students construct viable arguments and critique the reasoning of others (MP3) when they resolve errors by critiquing their partner's work or explaining their reasoning.
Launch
Arrange students in groups of 2.
Student Facing
Solve each equation.
| row | column A | column B |
|-----|----------|----------|
|  1  |          |          |
|  2  |          |          |
|  3  |          |          |
|  4  |          |          |
|  5  |          |          |
|  6  |          |          |
​​
Student Response
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Activity Synthesis
The purpose of the discussion is to recall strategies for solving equations with one variable. Select students to share their solutions including their reasoning for the steps they take.
Some questions for discussion:
"When there is a variable inside parentheses, how did you approach the problem?" (I distributed the value multiplying the parentheses to remove the parentheses then solved the equation as usual.)
"How could you check that your answer works using the original equation?" (I could substitute the value for
\(x\)
into the original equation and determine if the equation is true.)


correct_option_index: 1