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: Prove theorems involving similarity.

Reason with shapes and their attributes.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Understand and apply theorems about circles.

Understand similarity in terms of similarity transformations.

Prove geometric theorems.

Visualize relationships between two-dimensional and three-dimensional objects.

Experiment with transformations in the plane.

Find arc lengths and areas of sectors of circles.

Classify two-dimensional figures into categories based on their properties.

Solve real-world and mathematical problems involving area, surface area, and volume.

Understand congruence in terms of rigid motions.

Translate between the geometric description and the equation for a conic section.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Apply geometric concepts in modeling situations.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Use coordinates to prove simple geometric theorems algebraically.

Define trigonometric ratios and solve problems involving right triangles.

Analyze, compare, create, and compose shapes.

Make geometric constructions.

Apply trigonometry to general triangles.

Understand and apply the Pythagorean Theorem.

Explain volume formulas and use them to solve problems.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
problem_activity: Activity
In this activity, students find the missing dimensions of cylinders when given the volume and the other dimension. A volume equation representing the cylinder is given for each problem.
Identify students who use these strategies: guess and check, divide each side of the equation by the same value to solve for missing variable, or use the structure of the volume equation to reason about the missing variable
Launch
Arrange students in groups of 2. Give students 2–3 minutes of quiet work time followed by time to share their explanation for the first problem with their partners.
Representation: Internalize Comprehension.
Activate or supply background knowledge of strategies students can use to solve for unknown variables in equations. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Writing, Conversing: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to revise a response to one or both of the questions. Ask each student to meet with 2–3 other partners in a row for feedback. Provide student with prompts for feedback that will help students strengthen their ideas and clarify their language (e.g., “What did you do first?”, “How do you know
\(h\)
is...?”, and “How did you use the volume formula?”, etc.). Students can borrow ideas and language from each partner to strengthen their final explanation.
Design Principle(s): Optimize output (for explanation)
Student Facing
The volume
\(V\)
of a cylinder with radius
\(r\)
is given by the formula
\(V=\pi r^2h\)
.
The volume of this cylinder with radius 5 units is
\(50\pi\)
cubic units. This statement is true:
\( 50\pi = 5^2 \pi h\)
[IMG]
What does the height of this cylinder have to be? Explain how you know.
The volume of this cylinder with height 4 units is
\(36\pi\)
cubic units. This statement is true:
\(36\pi = r^2 \pi 4\)
[IMG]
What does the radius of this cylinder have to be? Explain how you know.
Student Response
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Student Facing
Are you ready for more?
Suppose a cylinder has a volume of
\(36\pi\)
cubic inches, but it is not the same cylinder as the one you found earlier in this activity.
What are some possibilities for the dimensions of the cylinder?
How many different cylinders can you find that have a volume of
\(36\pi\)
cubic inches?
Student Response
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for free access to Extension Student Response.
Activity Synthesis
Select previously identified students to explain the strategies they used to find the missing dimension in each problem. If not brought up in students’ explanations. Discuss the following strategies and explanations:
Guess and check: plug in numbers for
\(h\)
, a value that make the statements true. Since the solutions for these problems are small whole numbers, this strategy works well. In other situations, this strategy may be less efficient.
Divide each side of the equation by the same value to solve for the missing variable: for example, divide each side of
\(36\pi=r^2 \pi 4\)
by the common factor,
\(4\pi\)
. It’s important to remember
\(\pi\)
is a number that can be multiplied and divided like any other factor.
Use the structure of the equation to reason about the missing variable: for example,
\(50\pi\)
is double
\(25\pi\)
, so the missing value must be 2.


correct_option_index: 24