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?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Your response:
B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Convert like measurement units within a given measurement system.

Measure lengths indirectly and by iterating length units.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Geometric measurement: understand concepts of angle and measure angles.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Tell and write time.

Measure and estimate lengths in standard units.

Describe and compare measurable attributes.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Classify objects and count the number of objects in each category.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Represent and interpret data.

Work with time and money.

Relate addition and subtraction to length.
problem_activity: Narrative
The purpose of this activity is for students to create their own relevant mathematical questions and use their understanding of addition and subtraction to answer questions about their own and their peers' survey data.
Launch
Combine pairs into groups of 4
Activity
“Switch graphs. Use the sentence stems or create your own questions about the other group’s graphs.”
1
–
2 minutes: independent work time
4 minutes: partner work time.
“Take turns to ask each other the questions you came up with and use your own graph to answer.”
“When possible, write down an equation to show your reasoning.”
5 minutes: group discussion.
Monitor for students who write equations to show the categories they combine or compare when answering their peers' questions.
Student Facing
Trade graphs. Create questions about the other group’s graph.
Sentence stems:
How many students picked ___________ and __________ all together?
How many more students picked _______ than _______?
Take turns asking and answering questions.
Student Response
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Advancing Student Thinking
If students rely on counting to find solutions rather than adding or subtracting, consider asking "What equation could you write to represent the categories in the question?"
Activity Synthesis
Invite previously selected students to share.
“Where do we see the equations in their graph? What does the equation mean?”
“What’s the difference between answering the questions from a bar graph and answering them from a picture graph?”


correct_option_index: 12