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: Know that there are numbers that are not rational, and approximate them by rational numbers.

Reason quantitatively and use units to solve problems.

Represent complex numbers and their operations on the complex plane.

Perform operations on vectors.

Perform operations on matrices and use matrices in applications.

Compute fluently with multi-digit numbers and find common factors and multiples.

Extend the properties of exponents to rational exponents.

Represent and model with vector quantities.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Use complex numbers in polynomial identities and equations.

Apply and extend previous understandings of numbers to the system of rational numbers.

Perform arithmetic operations with complex numbers.

Use properties of rational and irrational numbers.
problem_activity: Activity
This activity serves two purposes: to explicitly bridge “how many of this in that?” questions and division expressions, and to explore division situations in which the quotients are not whole numbers. (Students explored similar questions previously, but the quotients were whole numbers.)
Once again students move from reasoning concretely and visually to reasoning symbolically. They start by thinking about “how many rhombuses are in a trapezoid?” and then express that question as multiplication
(
\(? \boldcdot \frac23 = 1\)
or
\(\frac 23 \boldcdot \,? = 1\)
) and division (
\(1 \div \frac23\)
). Students think about how to deal with a remainder in such problems.
As students discuss in groups, listen for their explanations for the question “How many rhombuses are in a trapezoid?” Select a couple of students to share later—one person to elaborate on Diego's argument, and another to support Jada's argument.
Digital
Launch
Arrange students in groups of 3–4. Provide access to pattern blocks and geometry toolkits. Give students 10 minutes of quiet work time for the first three questions and a few minutes to discuss their responses and collaborate on the last question.
Classrooms with no access to pattern blocks or those using the digital materials can use the provided applet. Physical pattern blocks are still preferred, however.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. Emphasize the difference between this activity where students must find what fraction of a trapezoid each of the shapes represents, compared to the hexagon in the previous lesson. Create a display that includes an image of each shape labeled with the name and the fraction it represents of a trapezoid. Keep this display visible as students move on to the next problems.
Supports accessibility for: Conceptual processing; Memory
Student Facing
Use the pattern blocks in the applet to answer the questions. (If you need help aligning the pieces, you can turn on the grid.)
If the trapezoid represents 1 whole, what do each of these other shapes represent? Be prepared to explain or show your reasoning.
1 triangle
1 rhombus
1 hexagon
Use pattern blocks to represent each multiplication equation. Use the trapezoid to represent 1 whole.
\(3 \boldcdot \frac 13=1\)
\(3 \boldcdot \frac 23=2\)
Diego and Jada were asked “How many rhombuses are in a trapezoid?”
Diego says, “
\(1\frac 13\)
. If I put 1 rhombus on a trapezoid, the leftover shape is a triangle, which is
\(\frac 13\)
of the trapezoid.”
Jada says, “I think it’s
\(1\frac12\)
. Since we want to find out ‘how many rhombuses,’ we should compare the leftover triangle to a rhombus. A triangle is
\(\frac12\)
of a rhombus.”
Do you agree with either of them? Explain or show your reasoning.
Select
all
the equations that can be used to answer the question: “How many rhombuses are in a trapezoid?”
\(\frac 23  \div {?} = 1\)
\({?} \boldcdot \frac 23 = 1\)
\(1 \div \frac 23 = {?}\)
\(1 \boldcdot \frac 23 = {?}\)
\({?}  \div \frac 23 = 1\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 3–4. Provide access to pattern blocks and geometry toolkits. Give students 10 minutes of quiet work time for the first three questions and a few minutes to discuss their responses and collaborate on the last question.
Classrooms with no access to pattern blocks or those using the digital materials can use the provided applet. Physical pattern blocks are still preferred, however.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. Emphasize the difference between this activity where students must find what fraction of a trapezoid each of the shapes represents, compared to the hexagon in the previous lesson. Create a display that includes an image of each shape labeled with the name and the fraction it represents of a trapezoid. Keep this display visible as students move on to the next problems.
Supports accessibility for: Conceptual processing; Memory
Student Facing
Your teacher will give you pattern blocks. Use them to answer the questions.
If the trapezoid represents 1 whole, what do each of the other shapes represent? Be prepared to show or explain your reasoning.
[IMG]
Use pattern blocks to represent each multiplication equation. Use the trapezoid to represent 1 whole.
\(3 \boldcdot \frac 13=1\)
\(3 \boldcdot \frac 23=2\)
Diego and Jada were asked “How many rhombuses are in a trapezoid?”
Diego says, “
\(1\frac 13\)
. If I put 1 rhombus on a trapezoid, the leftover shape is a triangle, which is
\(\frac 13\)
of the trapezoid.”
Jada says, “I think it’s
\(1\frac12\)
. Since we want to find out ‘how many rhombuses,’ we should compare the leftover triangle to a rhombus. A triangle is
\(\frac12\)
of a rhombus.”
Do you agree with either of them? Explain or show your reasoning.
Select
all
the equations that can be used to answer the question: “How many rhombuses are in a trapezoid?”
\(\frac 23 \div {?} = 1\)
\(? \boldcdot \frac 23 = 1\)
\(1 \div \frac 23 = {?}\)
\(1 \boldcdot \frac 23 = {?}\)
\({?} \div \frac23 = 1\)
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
Some students may not notice that in this task, the trapezoid—not the hexagon—represents 1 whole. Encourage them to revisit the task statement to check.
Activity Synthesis
Focus the whole-class discussion on the last two questions, especially on how the visual representation helps us reason about Jada and Diego's points of view, and on the connections between the verbal and numerical representations of the situation.
Select two previously identified students to explain why Diego or Jada are correct. Display a visual representation of “how many rhombus are in a trapezoid?” for all to see (as shown here), or use the applet at
https://ggbm.at/VmEqZvke
for illustration.
[IMG]
To highlight number of groups and size of one group in the problem, discuss questions such as:
“This is a ‘how many groups of this in that?’ question. What makes 1 group, in this case?” (One rhombus.)
“How do we know whether to compare the remainder to the rhombus or the trapezoid?” (Since a rhombus makes 1 group, we need to compare the remainder to the rhombus.)
If students struggle to compare the remainder to a rhombus, ask: “How many triangles are in a trapezoid?” and point out that the answer is “3 triangles.” Here, the answer to “how many rhombuses are in a trapezoid?” would be “(some number of) rhombuses.”
The fact that there are two 1 wholes to keep track of may be a source of confusion (the trapezoid represents the quantity 1 and the rhombus represents 1 group). Students will have opportunities to make clearer distinctions between the two 1 wholes in upcoming activities.
Speaking, Listening: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. After a student shares their reasoning for whether they agree with Diego or Jada, ask students to restate what they heard using precise mathematical language. Ask the original speaker if their peer was accurately able to restate their thinking. Call students' attention to any words or phrases that helped to clarify the original statement. This provides more students with an opportunity to produce language as they interpret the reasoning of others.
Design Principle(s): Support sense-making


correct_option_index: 9