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: Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.

Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.

Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.
problem_activity: Activity
The goal of this activity is for students to see the usefulness of the triangle congruence theorems in proving other results. In this proof, students are expected to draw an auxiliary line, find two congruent triangles, determine that they are congruent by the Side-Side-Side Triangle Congruence Theorem, and then use the fact that corresponding parts of congruent triangles are congruent to finish the proof.
Making dynamic geometry software available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Arrange students in groups of 2. Remind students of the tips for writing proofs using triangle congruence theorems that are on display.
Representing, Conversing: MLR7 Compare and Connect.
Use this routine to help students develop the mathematical language of geometric proofs. After partners revise their drafts into a clear proof that angle
\(B\)
is congruent to angle
\(D\)
, invite them to create a visual display of their proof. Then ask partners to quietly circulate and read at least two other visual displays in the room. Give students quiet think time to consider what is the same and what is different about their proofs. Next, ask partners to discuss what they noticed. Listen for students who reference the proof from a previous lesson that opposite sides of a parallelogram are congruent. Also, listen for and amplify the language students use to justify why triangle
\(ABC\)
is congruent to triangle
\(CDA\)
and angle
\(B\)
is congruent to angle
\(D\)
.
Design Principle(s): Cultivate conversation
Action and Expression: Provide Access for Physical Action.
Provide access to tools and assistive technologies such as dynamic geometry software. Some students may benefit from a checklist or list of steps to be able to use the software.
Supports accessibility for: Organization; Conceptual processing; Attention
Student Facing
Quadrilateral
\(ABCD\)
is a parallelogram. By definition, that means that segment
\(AB\)
is parallel to segment
\(CD\)
, and segment
\(BC\)
is parallel to segment
\(AD\)
.
Prove that angle
\(B\)
is congruent to angle
\(D\)
.
Work on your own to make a diagram and write a rough draft of a proof.
With your partner, discuss each other’s drafts.
What do you notice your partner understands about the problem?
What revision would help them move forward?
Work together to revise your drafts into a clear proof that everyone in your class could follow and agree with.
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
If students struggle longer than is productive, direct them to their reference charts. What do they know about parallelograms? (Opposite sides are congruent.)
Activity Synthesis
Select partners who used the same approach and whose work is at similar levels of clarity to work together in groups of 4.
Instruct students to read the other group’s proof and decide if they agree with it, and if it could be improved to convince a skeptic. Invite each partnership to say one thing they noticed and liked about the proof, and one thing a skeptic might wonder about the proof.
If needed, brainstorm some things skeptics might be wondering about, such as:
When you did that rotation, how did you know these points had to line up?
How did you know those would be the same line?
How did you know those lines could only intersect there?
How did you know the Side-Side-Side Triangle Congruence Theorem would apply to these triangles? Did you list all three reasons?
How did you know those sides were congruent?
How does knowing the triangles are congruent help you prove the angles are congruent?
Did you use any information that wasn’t given or that you didn’t have a reason for?
Did what you proved match the problem?


correct_option_index: 2