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?


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

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
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
A

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?


Mathematical concept/skill options: 
A. Write expressions in equivalent forms to solve problems.
B. Understand properties of multiplication and the relationship between multiplication and division.
C. Interpret the structure of expressions.
D. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
E. Use polynomial identities to solve problems.
F. Understand the relationship between zeros and factors of polynomials.
G. Write and interpret numerical expressions.
H. Work with equal groups of objects to gain foundations for multiplication.
I. Perform arithmetic operations on polynomials.
J. Create equations that describe numbers or relationships
K. Generate and analyze patterns.
L. Analyze and solve linear equations and pairs of simultaneous linear equations.
M. Understand solving equations as a process of reasoning and explain the reasoning.
N. Apply and extend previous understandings of arithmetic to algebraic expressions.
O. Rewrite rational expressions.
P. Represent and solve problems involving multiplication and division.
Q. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
R. Reason about and solve one-variable equations and inequalities.
S. Understand and apply properties of operations and the relationship between addition and subtraction.
T. Understand the connections between proportional relationships, lines, and linear equations.
U. Multiply and divide within 100.
V. Gain familiarity with factors and multiples.
W. Use the four operations with whole numbers to solve problems.
X. Work with addition and subtraction equations.
Y. Represent and solve problems involving addition and subtraction.
Z. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
AA. Solve equations and inequalities in one variable.
AB. Solve systems of equations.
AC. Represent and analyze quantitative relationships between dependent and independent variables.
AD. Work with radicals and integer exponents.
AE. Represent and solve equations and inequalities graphically.
AF. Analyze patterns and relationships.
AG. Use properties of operations to generate equivalent expressions.
AH. Add and subtract within 20.


Your response:
L

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

6

fl_problem_001097

7

fl_problem_001392

8
options: Build new functions from existing functions.

Extend the domain of trigonometric functions using the unit circle.

Prove and apply trigonometric identities.

Interpret expressions for functions in terms of the situation they model.

Analyze functions using different representations.

Use functions to model relationships between quantities.

Define, evaluate, and compare functions.

Understand the concept of a function and use function notation.

Build a function that models a relationship between two quantities.

Construct and compare linear and exponential models and solve problems.

Model periodic phenomena with trigonometric functions.

Interpret functions that arise in applications in terms of the context.
problem_activity: Optional activity
In this partner activity, students take turns matching a sequence to a definition. As students trade roles explaining their thinking and listening, they have opportunities to explain their reasoning and critique the reasoning of others (MP3).
One sequence and one definition do not have matches. Students are tasked with writing the corresponding match.
Monitor for students using clear reasoning as they create a recursive definition for the sequence 18, 20, 22, 24 to share during the discussion.
Making a spreadsheet available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Arrange students in groups of 2. Tell students that for each sequence, one partner finds its matching recursive definition and explains why they think it matches. The partner's job is to listen and make sure they agree. If they don't agree, the partners discuss until they come to an agreement. For the next sequence, the students swap roles. If necessary, demonstrate this protocol before students start working.
Ensure that students notice that one sequence and one definition do not have matches, and they are tasked with writing the corresponding match for each.
Conversing: MLR8 Discussion Supports.
Use this routine to support small-group discussion as students should take turns finding a match. Display the following sentence frames for all to see: "Sequence _____ and definition _____ match because . . .” and “I noticed _____, so I matched . . .” Encourage students to challenge each other when they disagree, and to press for precise mathematical language. This will help students clarify their reasoning about each match.
Design Principle(s): Support sense-making; Maximize meta-awareness
Engagement: Provide Access by Recruiting Interest.
Leverage choice around perceived challenge. Invite groups of students to find matches for at least 4 of the sequences. Chunking this task into more manageable parts may also support students who benefit from additional processing time.
Supports accessibility for: Organization; Attention; Social-emotional skills
Student Facing
Take turns with your partner to match a sequence with a recursive definition. It may help to first figure out if the sequence is arithmetic or geometric.
For each match that you find, explain to your partner how you know it’s a match.
For each match that your partner finds, listen carefully to their explanation. If you disagree, discuss your thinking and work to reach an agreement.
There is one sequence and one definition that do not have matches. Create their corresponding match.
Sequences:
3, 6, 12, 24
18, 36, 72, 144
3, 8, 13, 18
18, 13, 8, 3
18, 9, 4.5, 2.25
18, 20, 22, 24
Definitions:
\(G(1)=18, G(n)=\frac12 \boldcdot G(n-1), n\ge2\)
\(H(1)=3, H(n)=5 \boldcdot H(n-1), n\ge2\)
\(J(1)=3, J(n)=J(n-1)+5, n\ge2\)
\(K(1)=18, K(n)=K(n-1)-5, n\ge2\)
\(L(1)=18, L(n)=2 \boldcdot L(n-1), n\ge2\)
\(M(1)=3, M(n)=2 \boldcdot M(n-1), n\ge2\)
Student Response
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Anticipated Misconceptions
Some students may not be sure how to begin matching terms in a sequence to a definition. Encourage them to start by picking a definition and calculating the first few terms of the sequence it represents.
Activity Synthesis
Once all groups have completed the matching, ask “How did you decide which definitions to match to sequence 3, 6, 12, 24 and sequence 18, 36, 72, 144 when they both involve doubling?” (They are both geometric with a growth factor of 2, but since they have different first terms you can use those to match the sequences to
\(M\)
and
\(L\)
.)
Next, invite previously identified students to share the recursive definition they created for sequence 18, 20, 22, 24 and their strategy for writing it.
If time allows and students need extra practice graphing functions, assign students one function each from the task statement to sketch a graph for. After work time, select students to share their sketches, displaying them for all to see and compare.


correct_option_index: 8

9