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: Represent and solve problems involving addition and subtraction.

Perform arithmetic operations on polynomials.

Multiply and divide within 100.

Interpret the structure of expressions.

Represent and solve equations and inequalities graphically.

Use the four operations with whole numbers to solve problems.

Solve systems of equations.

Solve equations and inequalities in one variable.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Rewrite rational expressions.

Analyze patterns and relationships.

Work with addition and subtraction equations.

Understand the connections between proportional relationships, lines, and linear equations.

Write expressions in equivalent forms to solve problems.

Write and interpret numerical expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Add and subtract within 20.

Understand solving equations as a process of reasoning and explain the reasoning.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Work with radicals and integer exponents.

Use polynomial identities to solve problems.

Represent and solve problems involving multiplication and division.

Use properties of operations to generate equivalent expressions.

Understand the relationship between zeros and factors of polynomials.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Understand and apply properties of operations and the relationship between addition and subtraction.

Create equations that describe numbers or relationships

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Generate and analyze patterns.

Gain familiarity with factors and multiples.

Reason about and solve one-variable equations and inequalities.

Understand properties of multiplication and the relationship between multiplication and division.

Work with equal groups of objects to gain foundations for multiplication.
problem_activity: Warm-up
This warm-up picks up where the previous lesson ended asking students to calculate the sum of the first 50 terms of two different sequences, but with less scaffolded support. The goal of this activity is to build student flexibility in using the formula for the sum and thinking about the terms in a sequence by comparing two related sequences, specifically, two sequences where one has values double that of the first.
Monitor for students who identify the sum of the second sequence in different ways, such as by
thinking of it as a sequence with the same
\(r\)
and
\(n\)
values as the first but a different
\(a\)
value.
noticing it must be twice the sum of the first.
seeing it as 1 plus the sum of the first sequence, only where the first sequence has
\(n=49\)
instead of
\(n=50\)
.
Student Facing
Recall that for any geometric sequence starting at
\(a\)
with a common ratio
\(r\)
, the sum
\(s\)
of the first
\(n\)
terms is given by
\(s=a\frac{1-r^{n}}{1-r}\)
. Find the approximate sum of the first 50 terms of each sequence:
\(\frac12\)
,
\(\frac14\)
,
\(\frac18\)
,
\(\frac{1}{16}\)
, . . .
1,
\(\frac12\)
,
\(\frac14\)
,
\(\frac18\)
,
\(\frac{1}{16}\)
, . . .
Student Response
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Activity Synthesis
Once students are agreed on the
\(a\)
,
\(r\)
, and
\(n\)
values for the first sequence, invite previously selected students to share their work for the second sequence. While students describe their thinking, record any expressions used for all to see. If not brought up by a student for the second strategy, display the relationship
\(1 \frac{1-\left(\frac12\right)^{n}}{1-\frac12} = 2 \boldcdot \frac12 \frac{1-\left(\frac12\right)^{n}}{1-\frac12}\)
as one way to understand why the second sequence has a sum twice as large.


correct_option_index: 13