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: Generate and analyze patterns.

Multiply and divide within 100.

Analyze patterns and relationships.

Solve systems of equations.

Use the four operations with whole numbers to solve problems.

Understand properties of multiplication and the relationship between multiplication and division.

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving multiplication and division.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Understand the connections between proportional relationships, lines, and linear equations.

Represent and solve equations and inequalities graphically.

Perform arithmetic operations on polynomials.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use properties of operations to generate equivalent expressions.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Work with radicals and integer exponents.

Reason about and solve one-variable equations and inequalities.

Use polynomial identities to solve problems.

Add and subtract within 20.

Create equations that describe numbers or relationships

Represent and analyze quantitative relationships between dependent and independent variables.

Solve equations and inequalities in one variable.

Understand and apply properties of operations and the relationship between addition and subtraction.

Rewrite rational expressions.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Gain familiarity with factors and multiples.

Represent and solve problems involving addition and subtraction.

Work with addition and subtraction equations.

Write expressions in equivalent forms to solve problems.

Understand solving equations as a process of reasoning and explain the reasoning.

Interpret the structure of expressions.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Write and interpret numerical expressions.

Work with equal groups of objects to gain foundations for multiplication.
problem_activity: Warm-up
The purpose of this warm-up is for students to reason about square roots by estimating the value of each expression. The values given as choices are close in range to encourage students to use the square roots they know to help them estimate ones they do not. These understandings will be helpful for students in upcoming activities where they will be applying the Pythagorean Theorem.
While four problems are given, it may not be possible to share every strategy. Consider gathering only two or three different strategies per problem.
Launch
Display one problem at a time. Give students 30 seconds of quiet think time for each problem and ask them to give a signal when they have an answer and a strategy. Keep all previous problems displayed throughout the talk. Follow with a whole-class discussion.
Student Facing
Which estimate is closest to the actual value of the expression? Explain your reasoning.
\(\sqrt{24}\)
4
4.5
5
\(\sqrt7\)
2
2.5
3
\(\sqrt{42}\)
6
6.5
7
\(\sqrt{10}\)
+
\(\sqrt{97}\)
13
13.25
13.5
Student Response
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Activity Synthesis
Ask students to share their strategies for each problem. Record and display their responses for all to see. After each student shares, ask if their chosen estimate is more or less than the actual value of each expression.
Speaking: MLR8 Discussion Supports.
: Display sentence frames to support students when they explain their strategy. For example, "First, I _____ because . . ." or "I noticed _____ so I . . . ." Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Design Principle(s): Optimize output (for explanation)


correct_option_index: 15