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?


Topic options: 
A. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
B. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
C. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
D. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
J. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
K. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.


Your response:
F

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_001392

8
options: Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
problem_activity: Narrative
The purpose of this activity is for students to write a question that could be answered by given mathematical work and that would make sense in the given situation. When students interpret given student work in terms of the supplied information and decide what question the work might answer, they identify important quantities and their relationships in context (MP4).
MLR8 Discussion Supports.
Prior to solving the problem, invite students to make sense of the situation and take turns sharing their understanding with their partner. Listen for and clarify any questions about the context.
Advances: Reading, Representing
Launch
Groups of 2
“Clare and Tyler took a break at the lemonade stand. Here’s what it might look like.”
Display the image.
“What do you notice? What do you wonder?” (Students may notice: The stand is close to the carnival. There are lemons hanging in baskets. Students may wonder: How much lemonade do they make each day? What size can you buy? How much does the lemonade cost?)
1 minute: quiet think time
Share and record responses.
Activity
Read the information about the lemonade stand as a class.
“What mathematical questions could we ask about this situation?”
1–2 minutes: partner discussion
Share and record responses.
“Now, look at the mathematical work in each problem. Work with your partner to write a question that could be answered by that work.”
5–7 minutes: partner work time
Monitor for groups that accurately write questions that the work could represent.
Student Facing
A lemonade stand at the fair makes 132 liters of lemonade a day. When Clare and Tyler stopped by the stand, there were 90 liters left.
At the end of the day, there were 56 liters of lemonade left, which the vendor put on sale in 4-liter jugs.
[IMG]
Use the information about the lemonade stand to write a question that could be answered with the mathematical work shown.
\(132 - 90 = 42\)
Question:
[IMG]
Question:
Student Response
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Advancing Student Thinking
If students don’t write a question that could be solved with the given work, consider asking:
“What numbers from the work do you see in the information about the lemonade stand?”
“What would the work represent in the lemonade stand situation? What question would lead up to this work?”
Activity Synthesis
For each problem, invite a group to read the question they wrote.
Ask the class:
“How does their question make sense with this mathematical work and what we know about the situation?”
Consider asking:
“What did you like about writing the questions to match the mathematical work?”
“What was challenging about writing the questions to match the mathematical work?”


correct_option_index: 10