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: Add up to four two-digit numbers using strategies based on place value and properties of operations.

Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
problem_activity: Narrative
The purpose of this activity is for students to use their knowledge of base-ten diagrams and place value to make sense of a written method. They describe how numbers, words, and equations can be used to represent the steps they have used with other representations (MP2). Students will explore other ways to use equations, including the standard algorithm, in future grades. Although some grade 2 students may begin to use recording methods like the standard algorithm, it is important to encourage students use the methods that make the most sense to them.
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
Display Elena’s work.
“Take a minute to make sense of Elena’s subtraction.”
1–2 minutes: quiet think time
“Discuss Elena’s work with your partner.”
1–2 minutes: partner discussion
Share and record responses. Highlight responses that describe the numbers Elena is subtracting and how Elena shows decomposing units.
Activity
“Elena is finding the value of
\(726-558\)
. Use base-ten blocks or a base-ten diagram to show Elena’s steps. Then finish Elena’s work. If you have time, work together to show a different way Elena could use numbers or equations to show her steps.”
7 minutes: partner work time
Monitor for student examples that record in a way similar to Elena, but use numbers to show the value of each place.
Student Facing
Elena’s thinking:
Step 1:
[IMG]
Step 2:
[IMG]
Step 3:
[IMG]
Use base-ten blocks or a base-ten diagram to show Elena’s steps.
Finish Elena’s work to find the value of
\(726-558\)
.
What is another way you could use numbers or equations to show subtracting by place to find the value of
\(726-558\)
?
Student Response
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Advancing Student Thinking
If students rely on one way to show subtracting by place with numbers or equations, consider asking:
“How did Elena represent the value of each digit in 726 and 558?”
“What is another way you could represent the value of the digits and show subtracting by place?”
Activity Synthesis
Display a student representation of Elena’s steps with a base-ten diagram and 1–2 other representations that use numbers and equations.
“How are these representations the same? How are they different?” (They all show decomposing a hundred and a ten before you subtract. They all show subtracting hundreds from hundreds, tens from tens, and ones from ones. They use different ways to represent each unit. One uses base-ten diagrams, one uses numbers and words, and one just represents the value of each place.)


correct_option_index: 2

3