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: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
problem_activity: Optional activity
This activity allows students to practice identifying the base and height of triangles and using them to find areas.
Because there are no directions on which base or height to use, and because not all sides would enable them to calculate area easily, students need to think structurally and choose strategically. All triangles in the problems have either a vertical or a horizontal side. Choosing such a side as the base makes it easier to identify the corresponding height.
In some cases, students may opt to use a combination of area-reasoning strategies rather than finding the base and height of the shaded triangles and applying the formula. For instance, they may enclose a shaded triangle with a rectangle and subtract the areas of extra triangles (with or without using the formula on those extra triangles). Notice students who use such strategies so they could share later.
Launch
Keep students in groups of 2. Explain that they will now practice locating or drawing heights and using them to find area of triangles. Give students 8–10 minutes of quiet think time and time to share their responses with a partner afterwards. Provide access to their geometry toolkits (especially index cards).
If time is limited, consider asking students find the area of two or three triangles instead of all four.
Student Facing
For each triangle, identify and label a base and height. If needed, draw a line segment to show the height.
Then, find the area of the triangle. Show your reasoning. (The side length of each square on the grid is 1 unit.)
[IMG]
Student Response
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Student Facing
Are you ready for more?
Find the area of this triangle. Show your reasoning.
[IMG]
Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
Students may think that a vertical side of a triangle is the height regardless of the segment used as the base. If this happens, have them use an index card as a straightedge to check if the two segments they are using as base and height are perpendicular.
Some students may not immediately see that choosing a side that is either vertical or horizontal would enable them to find the corresponding height very easily. They may choose a non-vertical or non-horizontal side and not take advantage of the grid. Ask if a different side might make it easier to determine the base-height lengths without having to measure.
Activity Synthesis
Focus the whole-class discussion how students went about identifying bases and heights. Discuss:
“Which side did you choose as the base for triangle B? C? Why?”
“Aside from choosing a vertical or horizontal side as the base, is there another way to find the area of the shaded triangles without using their bases and heights?” (Invite a couple of students who use the enclose-and-subtract method to find the area of B, C, or D to share.)
“Which strategy do you prefer or do you think is more efficient?”
“Can you think of an example where it might be preferable to find the base and height of the triangle of interest?” (Students may point to any of the triangles in the task.)
“Can you think of an example where it might be preferable to enclose the triangle of interest and subtract other areas?” (Students may point to the triangle shown in "Are you ready for more?", where none of the shaded triangle's sides are horizontal or vertical.)
Speaking, Representing: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. Provide sentence frames to help students produce statements that describe the strategies they use to identify bases and heights, and to find area. For example, “For triangle ___, I chose side ___ as the base because . . .” or “The next time I need to find the area of a triangle, the strategy I will use is _____, because . . . .”
Design Principle(s): Support sense-making


correct_option_index: 2