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: Work with equal groups of objects to gain foundations for multiplication.

Understand solving equations as a process of reasoning and explain the reasoning.

Perform arithmetic operations on polynomials.

Work with radicals and integer exponents.

Understand and apply properties of operations and the relationship between addition and subtraction.

Reason about and solve one-variable equations and inequalities.

Use the four operations with whole numbers to solve problems.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Represent and solve problems involving addition and subtraction.

Create equations that describe numbers or relationships

Rewrite rational expressions.

Analyze patterns and relationships.

Understand the relationship between zeros and factors of polynomials.

Interpret the structure of expressions.

Represent and solve problems involving multiplication and division.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Understand the connections between proportional relationships, lines, and linear equations.

Solve systems of equations.

Understand properties of multiplication and the relationship between multiplication and division.

Solve equations and inequalities in one variable.

Represent and solve equations and inequalities graphically.

Use polynomial identities to solve problems.

Write and interpret numerical expressions.

Gain familiarity with factors and multiples.

Represent and analyze quantitative relationships between dependent and independent variables.

Write expressions in equivalent forms to solve problems.

Multiply and divide within 100.

Use properties of operations to generate equivalent expressions.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Add and subtract within 20.

Work with addition and subtraction equations.

Generate and analyze patterns.
problem_activity: Activity
This activity is an opportunity to put together the learning of the past several lessons: correspondences between tape diagrams, equations, and stories, and using representations to reason about a solution. The focus of this activity is still contrasting the two main types of equations that students encounter in this unit.
Launch
Keep students in the same groups. 5 minutes of quiet work time followed by sharing with a partner and a whole-class discussion.
Representation: Internalize Comprehension.
Provide appropriate reading accommodations and supports to ensure students access to written directions, word problems, and other text-based content.
Supports accessibility for: Language; Conceptual processing
Reading, Representing: MLR6 Three Reads.
Use this routine with the first story to support students’ understanding of the situation and how to represent it with a tape diagram or equation. Use the first read to orient students to the situation (Lin and volunteers are hanging flyers at school). Use the second read to identify the important quantities (number of volunteers, number of flyers each). After the third read, ask students to brainstorm how the situation can be represented in a tape diagram or equation. This will help students make connections between equations and diagrams and understand the language of a situation that will distinguish which form of and equation would be an appropriate representation.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
[IMG]
Story 1: Lin had 90 flyers to hang up around the school. She gave 12 flyers to each of three volunteers. Then she took the remaining flyers and divided them up equally between the three volunteers.
Story 2: Lin had 90 flyers to hang up around the school. After giving the same number of flyers to each of three volunteers, she had 12 left to hang up by herself.
Which diagram goes with which story? Be prepared to explain your reasoning.
In each diagram, what part of the story does the variable represent?
Write an equation corresponding to each story. If you get stuck, use the diagram.
Find the value of the variable in the story.
Student Response
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Student Facing
Are you ready for more?
A tutor is starting a business. In the first year, they start with 5 clients and charge $10 per week for an hour of tutoring with each client. For each year following, they double the number of clients and the number of hours each week. Each new client will be charged 150% of the charges of the clients from the previous year.
Organize the weekly earnings for each year in a table.
Assuming a full-time week is 40 hours per week, how many years will it take to reach full time and how many new clients will be taken on that year?
After reaching full time, what is the tutor’s annual salary if they take 2 weeks of vacation?
Is there another business model you’d recommend for the tutor? Explain your reasoning.
Student Response
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for free access to Extension Student Response.
Activity Synthesis
For each story, select 1 or more groups to present the matching diagram, their equation, and their solution method. Possible questions to ask:
“How were the diagrams alike? How were they different?” (They have the same numbers and a letter. One has 3 equal groups and an extra bit, the other just has 3 equal groups, but each group is a sum.)
“How were the stories alike? How were they different?” (They were both about distributing 90 flyers. In one story, Lin makes a series of moves to each volunteer. In the other story, she gives each volunteer the same amount, but then there are some left over.)
“What parts of the story made you think that one diagram represented it?”
“Explain how you reasoned about the story, diagram, or equation to find the value of the variable.”


correct_option_index: 15