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: Construct a tangent line from a point outside a given circle to the circle.

Prove that all circles are similar.

Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.

Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
problem_activity: Activity
In this activity, students create an arbitrary triangle and use what they know about angle bisectors and constructions to find the incenter. Then they construct segments measuring the distance from the incenter to the sides of the triangle. Finally, they construct the triangle’s inscribed circle, or the circle that is tangent to all 3 sides of the triangle.
Making dynamic geometry software available as well as tracing paper, straightedge, and compass gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
If students have access to dynamic geometry software, suggest that it might be a helpful tool in this activity.
Action and Expression: Internalize Executive Functions.
Chunk this task into manageable parts for students who benefit from support with organizational skills in problem solving. Check in with students after the first 2–3 minutes of work time. Invite 1–2 students to share how they are constructing the incenter, segments, and circle. Record their thinking on a display for all to see, and keep the work visible as students continue to work.
Supports accessibility for: Conceptual processing; Organization
Student Facing
Mark 3 points and connect them with a straightedge to make a large triangle. The triangle should
not
be equilateral.
Construct the incenter of the triangle.
Construct the segments that show the distance from the incenter to the sides of the triangle.
Construct a circle centered at the incenter using one of the segments you just constructed as a radius.
Would it matter which of the three segments you use? Explain your thinking.
Student Response
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Activity Synthesis
Remind students that the circle they constructed is said to be
inscribed
in the triangle. Students previously discussed inscribed circles in the Constructions and Rigid Transformations unit. Ask students to add this theorem to their reference charts as you add it to the class reference chart:
The 3 angle bisectors of a triangle meet at a single point, called the triangle’s
incenter
. This point is the center of the triangle’s inscribed circle. (
Theorem
)
[IMG]
Display several students’ inscribed circles for different kinds of triangles for all to see. The goal of the discussion is to draw conclusions about inscribed circles. Start by asking, “What do you notice about the triangles and their inscribed circles?” Sample responses:
Some inscribed circles take up a large fraction of the area, while others take up a small fraction.
The circle seems to be tangent to the sides of the triangles.
The original triangles are each divided into 3 smaller triangles. For each small triangle, the base is a side of the original triangle and the height is the radius of the inscribed circle.
The original triangles are each divided into 3 pairs of congruent right triangles with an angle that is half the measure of an angle in the original triangle.
Next, ask students:
“How do we know that an inscribed circle is tangent to all 3 sides of the triangle?” (The radius that represents the distance from the incenter to each side of the triangle is by definition perpendicular to that side. A radius is perpendicular to a line at a point on the circle’s circumference only if the line is tangent to the circle at that point.)
“Is it possible to draw a circle that is larger than the inscribed circle but still fits completely in the triangle?” (No. The circle has already expanded to fit tightly into the triangle. If the radius of the triangle were increased, the circle would push outside the triangle. The inscribed circle is the largest one that can fit inside the circle.)
Conversing: MLR2 Collect and Display.
Listen for and collect the language students use to describe how the circles intersect the sides of the triangles. Capture student language that suggests that the circle is tangent to the sides of the triangle. Write the students’ words and phrases on a visual display. As students review the visual display, ask students to revise and improve how ideas are communicated. For example, a statement such as, “The circle touches the sides of the triangle” can be improved with the statement, “The inscribed circle is tangent to all three sides of the triangle.” This will help students use the mathematical language necessary to precisely describe the features of inscribed circles of triangles.
Design Principle(s): Optimize output (for explanation); Maximize meta-awareness


correct_option_index: 2