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: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
problem_activity: Narrative
The purpose of this activity is for students to practice division within 100 by playing a game called Race to 1. The goal of the game is to repeatedly divide numbers until they reach one.
Engagement: Develop Effort and Persistence.
Check in and provide each group with feedback that encourages collaboration and community.
Supports accessibility for: Social-Emotional Functioning, Organization
Required Materials
Materials to Gather
Number cubes
Launch
Groups of 2
“Take a minute to read the directions for Race to 1.”
1 minute: quiet think time
“Let’s look at a sample game. Jada rolled a 3 on her first turn, then rolled 2 a few times afterwards. Talk with your partner about what her next move should be if she rolls 2 on her next turn.” (She should divide 4 or 6 by 2 because those moves get her really close to one.)
1 minute: partner discussion
Share responses.
Give each group a number cube.
Activity
“Play Race to 1 with your partner.”
10–15 minutes: partner work time
If students finish early, have them play again. Students can fill in the same numbers from the first game at the top of the columns of the second game or use the numbers 24, 36, 48, and 72 for a challenge.
Student Facing
Directions for Race to 1
On your first turn:
Roll a number cube. The number you roll is your divisor. (If you roll a 5, roll again.)
Choose one number from the top row of your table. Divide it by your divisor.
Write a division expression and record the quotient in the table. Your turn is done.
On all your other turns:
Roll a number cube. The number you roll is your divisor. (If you roll a 5, roll again.)
Choose either a quotient from one of your past turns or a new number from the top row of the table. Divide it by your divisor.
Write a division expression and record the quotient in the table.
The first player to get a quotient of 1 wins.
Sample Game
Jada rolled 3 on her first turn, then rolled 2 a few times afterwards.
|    start number     |     12      |     16      | 18 |     24      |
|---------------------|-------------|-------------|----|-------------|
| division expression | \(12\div3\) | \(16\div2\) |    | \(24\div2\) |
|      quotient       |      4      |      8      |    |     12      |
| division expression |             |             |    | \(12\div2\) |
|      quotient       |             |             |    |      6      |
| division expression |             |             |    |             |
|      quotient       |             |             |    |             |
Game 1
|    start number     | 12 | 16 | 18 | 24 |
|---------------------|----|----|----|----|
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
Game 2
|    start number     |   |   |   |   |
|---------------------|---|---|---|---|
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
Activity Synthesis
“How was having an efficient way to divide helpful as you played Race to 1?” (I had to decide which number I was going to divide, so it was helpful to be able to do it quickly. I had to divide a few times on each turn.)
“What was a helpful strategy as you played Race to 1?” (I had to think about which number I could divide by the number I rolled. I divided the smallest number by the largest divisor to try to get to the quotient to be as small as possible so I could get to 1 first.)


correct_option_index: 0