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: Interpret linear models.

Understand independence and conditional probability and use them to interpret data.

Investigate patterns of association in bivariate data.

Summarize, represent, and interpret data on a single count or measurement variable.

Investigate chance processes and develop, use, and evaluate probability models.

Draw informal comparative inferences about two populations.

Summarize and describe distributions.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Develop understanding of statistical variability.

Use probability to evaluate outcomes of decisions.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Use random sampling to draw inferences about a population.

Calculate expected values and use them to solve problems.

Understand and evaluate random processes underlying statistical experiments.

Summarize, represent, and interpret data on two categorical and quantitative variables.
problem_activity: Optional activity
Students interpret the slope and intercepts in the context of the situation. They also discuss limitations of the mathematical model.
This activity can be extended by having students investigate if temperature on other continents or across continents fits the same pattern that we found for North America.
Launch
Keep students in same groups of 3–4.
Student Facing
Refer to your equation for the line that models the association between latitude and temperature of the cities.
What does the slope mean in the context of this situation?
Find the vertical and horizontal intercepts and interpret them in the context of the situation.
Can you think of a city or a location that could not be represented using this same model? Explain your thinking.
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
Students may want to say “For every one unit increase in
\(x\)
,
\(y\)
decreases by 1.07 units.” Ask them to use the specific units and quantities in the model, latitude in degrees north and temperature in degrees Fahrenheit.
Activity Synthesis
Invite students to share their responses. Discuss the limitations and uses of the model. Consider asking the following questions:
“What are some limitations of the model?”
“Do limitations mean that the model is not good?” (No, it just means that we have to be aware of when we can use it and when we can’t use it. Our model is pretty good for latitudes between 25 and 65 degrees north, and for locations in North America.)
“What questions do you have about predicting temperature?”
“How could you extend your investigation of predicting temperature or the weather?”
Engagement: Develop Effort and Persistence.
Break the class into small discussion groups and then invite a representative from each group to report back to the whole class.
Supports accessibility for: Language; Social-emotional skills; Attention


correct_option_index: 2