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: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
problem_activity: Optional activity
The mathematical purpose of this activity is for students to collect, summarize, interpret, and draw conclusions from bivariate data using scatter plots, best fit lines, residuals and correlation coefficients. Students measure the approximate lengths of the humerus bone and height of their classmates to collect data and create a linear model. The model is then used to approximate the height of an ancient human based on the length of a found humerus bone.
Making graphing technology available gives students an opportunity to choose appropriate tools strategically (MP5). By collecting their own data and using a best fit line to find additional information, students are modeling with mathematics (MP4).
Launch
Arrange students in groups of 2 to 4. Present the task to students and ask students to brainstorm different ways that they could answer the question. After 2 minutes of quiet think time, ask students to share their ideas with the class. The remaining time should be used by students to collect, analyze, summarize, and interpret the data.
Speaking, Reading: MLR5 Co-Craft Questions.
Use this routine to help students further interpret and increase awareness of the language used to talk about scatter plots, best fit lines, residuals and correlation coefficients. Display the first sentence of this problem (“An anthropologist finds a fossilized humerus bone of an ancient human ancestor.”), and ask students to write down possible mathematical questions that could be asked about the situation. Invite students to compare their questions before revealing the remainder of the question. Listen for and amplify any questions involving comparing bivariate data.
Design Principle(s): Maximize meta-awareness; Support sense-making
Student Facing
[IMG]
An anthropologist finds a fossilized humerus bone of an ancient human ancestor. The humerus is an arm bone running from the shoulder to the elbow. It is 24 centimeters in length. Use data from your classmates to estimate the height of this ancient human.
Student Response
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Anticipated Misconceptions
Students may find it difficult to start to answer the question. Ask students what are the variables given in the situation. Ask students if there is a way we could collect information from people in the classroom to help answer the question.
Activity Synthesis
The purpose of this discussion is for students to communicate how they used mathematics to justify their findings.
Ask students:
“How confident are you in your answer? What information helped you determine your confidence?” (Not very confident. Since the correlation coefficient is near 0.6, there is only a moderate relationship between height and humerus length. Additionally, this ancient human ancestor may have a different anatomy—for example, apes tend to have proportionally longer arms than humans do.)
“How did you use mathematics to estimate the height of the ancient human?” (First, I collected data on the height and the approximate length of the humerus of my classmates. I then made a scatter plot to determine whether or not a linear model was appropriate, and then computed a line of best fit. I substituted 24 centimeters into my line of best fit and obtained my answer.)
“Do you think that the way you measured the humerus of your classmates impacted your choice of linear model? Explain your reasoning.” (Yes, I think that I probably overestimated the bone length, because I was measuring from the outside and not the inside. I think that my model likely overestimates height.)


correct_option_index: 0