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: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.

Interpret the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.
problem_activity: Optional activity
In this activity, students continue their work comparing properties of functions represented in different ways. Students are given a verbal description and a table to compare and decide whose family traveled farther over the same time intervals. The purpose of this activity is for students to continue building their skill interpreting and comparing functions.
Launch
Give students 3–5 minutes of quiet work time, followed with whole-class discussion.
Student Facing
Elena’s family is driving on the freeway at 55 miles per hour.
Andre’s family is driving on the same freeway, but not at a constant speed.  The table shows how far Andre's family has traveled,
\(d\)
, in miles, every minute for 10 minutes.
| \(t\) |   |   |   |   |   |   |   |   |   |
|-------|---|---|---|---|---|---|---|---|---|
| \(d\) |   |   |   |   |   |   |   |   |   |
How many miles per minute is 55 miles per hour?
Who had traveled farther after 5 minutes? After 10 minutes?
How long did it take Elena’s family to travel as far as Andre’s family had traveled after 8 minutes?
For both families, the distance in miles is a function of time in minutes. Compare the outputs of these functions when the input is 3.
Student Response
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Anticipated Misconceptions
Students may miss that Elena’s family’s speed has different units than what is needed to compare with Andre’s family. Point out to students that the units are important and possibly ask them to find out how many miles Elena’s family travels in 1 minute rather than 1 hour.
Activity Synthesis
The purpose of this discussion is for students to think about how they use a verbal description and table to answer questions related to the context. Ask students to share their solutions and how they used the equation and graph. Consider asking some of the following questions:
“How did you use the table to get information? How did you use the verbal description?”
“What did you prefer about using the description to solve the problem? What did you prefer about using the table to solve the problem?”
Engagement: Develop Effort and Persistence.
Break the class into small discussion groups and then invite a representative from each group to report back to the whole class.
Supports accessibility for: Language; Social-emotional skills; Attention
Writing, Speaking: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to reflect on their problem-solving strategies. Ask students to write an initial response to the prompt, “What did you prefer about using the description to solve the problem? What did you prefer about using the table to solve the problem?” Give students time to meet with 2–3 partners, to share and get feedback on their responses. Provide prompts for feedback that will help students strengthen their ideas and clarify their language (e.g., “What do you mean?”, “Can you give an example?”, and “Can you say that another way?”, etc.). Give students 1–2 minutes to revise their writing based on the feedback they received.​ This will help students produce a written generalization about interpreting and comparing functions.
Design Principle(s): Optimize output (for generalization)


correct_option_index: 1

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