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: Add and subtract within 20.

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

Write and interpret numerical expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Analyze patterns and relationships.

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

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

Represent and solve problems involving addition and subtraction.

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

Represent and solve equations and inequalities graphically.

Interpret the structure of expressions.

Use properties of operations to generate equivalent expressions.

Generate and analyze patterns.

Multiply and divide within 100.

Work with equal groups of objects to gain foundations for multiplication.

Work with addition and subtraction equations.

Reason about and solve one-variable equations and inequalities.

Represent and solve problems involving multiplication and division.

Solve equations and inequalities in one variable.

Represent and analyze quantitative relationships between dependent and independent variables.

Write expressions in equivalent forms to solve problems.

Use polynomial identities to solve problems.

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

Work with radicals and integer exponents.

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

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

Perform arithmetic operations on polynomials.

Gain familiarity with factors and multiples.

Rewrite rational expressions.

Understand the relationship between zeros and factors of polynomials.

Solve systems of equations.

Use the four operations with whole numbers to solve problems.

Create equations that describe numbers or relationships
problem_activity: Activity
The goal of this activity is for students to recognize rewriting a quadratic expression from standard form to vertex form essentially entails completing the square.
Students had quite a bit of experience completing the square, mostly in the context of solving equations, in which they know to add or subtract the same number from both sides of an equation to keep the equation true. Here students are dealing with expressions and need to be careful to keep each expression equivalent to the original. If they add a number to the expression, they need to remember to subtract the same number to keep the value of the expression unchanged.
Launch
Arrange students in groups of 2. Give students quiet time to think about the first two questions and then time to share their thinking with a partner.
Pause for a class discussion after the second question and invite one or more students to demonstrate their strategy. Highlight approaches that involve completing the square. If no students took that approach, display and discuss the following:
\(\displaystyle \begin {align} &x^2 - 6x + 2\\ &x^2 - 6x + 9 - 9 + 2 \\&(x - 3)^2 - 7 \end {align}\)
Then, ask students to proceed with the rest of the activity. Provide access to devices that can run Desmos or other graphing technology.
Representation: Internalize Comprehension.
Use color and annotations to illustrate student thinking. As students share their reasoning about how to convert standard form back into vertex form, scribe their thinking on a visible display. Use annotations and labels to show the structure of the steps using the form included in the launch. For example, labeling the first step as “standard form,” labeling +9 as “add nine to complete the square,” and drawing an arrow to the -9 and labeling it as “keeping it equivalent.” Continue to add in any key phrases students contributed that illustrate the steps.
Supports accessibility for: Visual-spatial processing; Conceptual processing
Student Facing
Here are two expressions in vertex form. Rewrite each expression in standard form. Show your reasoning.
\((x+5)^2+1\)
\((x-3)^2-7\)
Think about the steps you took, and about reversing them. Try converting one or both of the expressions in standard form back into vertex form. Explain how you go about converting the expressions.
Test your strategy by rewriting
\(x^2+10x+9\)
in vertex form.
Let’s check the expression you rewrote in vertex form.
Use graphing technology to graph both
\(x^2+10x+9\)
and your new expression. Does it appear that they define the same function?
If you convert your expression in vertex form back into standard form, do you get
\(x^2+10x+9\)
?
Student Response
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Anticipated Misconceptions
Some students may wonder why they need to both add and subtract a number from the standard form expression in order to complete the square. In previous lessons, students completed the square while solving an equation, often adding the same number to each side of the equal sign to maintain equality. Here, there is no equal sign. Emphasize that each move must generate an equivalent expression. Show a few expressions such as 5,
\(5+0\)
,
\(5-2+2\)
,
\(5+7-7\)
,
\(5+8\)
, and
\(5+8-3\)
. Ask them which ones are equal to 5. Next, ask them to write 2 more expressions that include the number 5 and also equal 5. Encourage students to notice that the sum of the numbers excluding 5 must be 0.
Activity Synthesis
Invite students to share their graph and response to the last question. Emphasize that while graphing is a quick way to check whether two expressions define the same function, it is not always reliable. If we make an algebraic error, the graph would almost certainly show it. But having two graphs that
appear to be
identical does not
prove
that two expressions are indeed equivalent. We can only be sure that two expressions define the same function by showing equivalence algebraically. For example, when students convert the expression in vertex form back to standard form, does it produce the original expression?
Make sure students understand that whatever operation is performed on an expression to complete the square, it should not change the value of the expression. Adding opposites (for example, 9 and -9, or -25 and 25), or adding and subtracting the same number, has the effect of adding 0, which keeps the original and the transformed expressions equivalent.


correct_option_index: 11