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: Interpret functions that arise in applications in terms of the context.

Construct and compare linear and exponential models and solve problems.

Build new functions from existing functions.

Extend the domain of trigonometric functions using the unit circle.

Prove and apply trigonometric identities.

Model periodic phenomena with trigonometric functions.

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

Define, evaluate, and compare functions.

Understand the concept of a function and use function notation.

Use functions to model relationships between quantities.

Analyze functions using different representations.

Build a function that models a relationship between two quantities.
problem_activity: Warm-up
The purpose of this warm-up is for students to recall how to calculate an average rate of change from two points. Students will use this skill throughout the lesson and return to the context and data table in the last activity of the lesson.
Launch
Ask students to close their books or devices. Tell students that their job is to think of at least one thing they notice and at least one thing they wonder. Display the table for all to see. Give students 1 minute of quiet think time, and then select 3–5 students to share something they notice or wonder about the table  and record and display their responses for all to see. If not pointed out, ask students, "Describe how the data is changing as the value of
\(t\)
is increasing." (The values of
\(p\)
are decreasing at a slower rate.) Ask students to reopen their books or devices and complete the activity. Follow with a whole-class discussion.
Student Facing
Let
\(p\)
be the function that gives the cost
\(p(t)\)
, in dollars, of producing 1 watt of solar energy
\(t\)
years after 1977. Here is a table showing the values of
\(p\)
from 1977 to 1987.
| \(t\) | \(p(t)\) |
|-------|----------|
|   0   |    80    |
|   1   |    60    |
|   2   |    45    |
|   3   |  33.75   |
|   4   |  25.31   |
|   5   |  18.98   |
|   6   |  14.24   |
|   7   |  10.68   |
|   8   |   8.01   |
|   9   |   6.01   |
|  10   |   4.51   |
Which expression best represents the average rate of change in solar cost between 1977 and 1987?
\(p(10)-p(0)\)
\(p(10)\)
\(\dfrac{p(10) - p(0)}{10-0}\)
\(\dfrac{p(10)}{p(0)}\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Some students might confuse finding an average of the values in the table and finding an average rate of change. Help them see that average usually involves one unit, such as average number of cookies. Average rate of change involves comparing how one quantity changes when another quantity changes by 1, such as cost ($) per year.
Activity Synthesis
The goal of this discussion is for students to recall the meaning of average rate of change for a function and how it is calculated. Select students to describe what the value of each expression represents in this context. For example,
\(p(10)-p(0)\)
is the difference in cost for a solar cell between 1977 and 1987 while
\(\dfrac{p(10)}{p(0)}\)
could be used to identify the percent change from 1977 to 1987. An important takeaway for students is that the actual expression for the average rate of change,
\(\dfrac{p(10)-p(0)}{10-0} \approx \text-7.55\)
, tells us that the price decreased by -
$
7.55 each year on average since the expression looks at the total difference in price between the 1977 and 1987 divided by the total number of years that passed.


correct_option_index: 0