few_shots: Example 1:
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

Example 2:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Your response:
B

Example 3:
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?


Standard options: 
A. Solve linear equations in one variable.
B. Analyze and solve pairs of simultaneous linear equations.


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

fl_problem_001097

7

fl_problem_001392

8
options: 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.”

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.)

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.
problem_activity: Warm-up
In this activity, students encounter two distance-time ratios in which one quantity (distance) has the same value and the other quantity (time) has different values. Students interpret what the ratios mean in context, i.e., in terms of the speeds of two runners. There are several ways to reason about this with or without double number lines. Students may argue that since both runners ran for the same distance but Mai ran a shorter amount of time, she ran at a greater speed.
Students may also say that if Mai could run 3 miles in 24 minutes, at that speed, she would run more than 3 miles in 30 minutes. Since Jada only ran 3 miles in 30 minutes, Mai ran faster. The double number line that corresponds to these arguments may be as shown below.
[IMG]
[IMG]
As students work, monitor for the different ways they reason about the situation and identify a few students to share different approaches later.
Launch
Explain to students that a treadmill is an exercise machine for walking or running. Explain that while the runner does not actually go anywhere on a treadmill, a computer inside the treadmill keeps track of the distance traveled as if she were running outside.
If desired, this video shows a person starting a treadmill and walking at a constant speed for a few seconds.
Video
Treadmill
available at
https://player.vimeo.com/video/304136549
.
Students work on all parts of the activity silently and individually, then share their explanation with a partner.
Student Facing
Mai and Jada each ran on a treadmill. The treadmill display shows the distance, in miles, each person ran and the amount of time it took them, in minutes and seconds.
Here is Mai’s treadmill display:
[IMG]
Here is Jada’s treadmill display:
[IMG]
What is the same about their workouts? What is different about their workouts?
If each person ran at a constant speed the entire time, who was running faster? Explain your reasoning.
Student Response
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Anticipated Misconceptions
Because a person running on a treadmill does not actually go anywhere, it may be challenging to think about a distance covered. If this comes up, suggest that students think about running the given distances outside on a straight, flat road at a constant speed.
Activity Synthesis
Select a few students to share their reasoning about the speeds of the runners. If no students use a double number line to make an argument, illustrate one of their explanations using a double number line.
Remind students that even though a double number line is not always necessary, it can be a helpful tool to support arguments about ratios in different contexts.


correct_option_index: 2