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: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
problem_activity: Activity
Having just seen an example of the meaning of
\(a\)
and
\(b\)
in an exponential expression
\(a \boldcdot b^x\)
, students now focus on interpreting these numbers using graphs. They graph the equations from the previous task, noticing that
\(a\)
is the vertical intercept of the graph while the number
\(b\)
determines how quickly the graph grows (since in these cases
\(b>1\)
). A larger value of
\(b\)
corresponds to a more rapid rate of growth for the bacteria population. The axes for the graphs have been labeled here, but in future activities, students will have to think strategically about how to label the axes to most effectively plot the points.
Making graphing technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Display the equations from the previous activity for all to see (if they are not already visible).
Conversing: MLR8 Discussion Supports.
Use this routine to help students describe the meaning of variables in exponential expressions. Arrange students in groups of 2. Invite Partner A to share their observations for the first graph and Partner B to share their observations for the second graph. Provide sentence frames such as “I can connect the equation to the graph by….” and “I notice that….” Invite the listener to press for additional details referring to features of the graphs, such as the vertical intercept, specific points, and the steepness of the curve. This will help students justify how features of the graph can be used to identify matching equations.
Design Principle(s): Support sense-making; Cultivate conversation
Student Facing
Refer back to your work in the table of the previous task. Use that information and the given coordinate planes to graph the following:
a. Graph
\((t,n)\)
when
\(t\)
is 0, 1, 2, 3, and 4.
[IMG]
b. Graph
\((t,p)\)
when
\(t\)
is 0, 1, 2, 3, and 4. (If you get stuck, you can create a table.)
[IMG]
On the graph of
\(n\)
, where can you see each number that appears in the equation?
On the graph of
\(p\)
, where can you see each number that appears in the equation?
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 have trouble graphing the points, particularly finding the appropriate vertical (
\(n\)
or
\(p\)
) values. Ask them to find the coordinates of the grid points on the vertical axis and use that to estimate the vertical position of their points.
When calculating values by hand, many students may mistakenly write an expression like
\(100 \boldcdot 3^2\)
as
\(300^2\)
. Remind them that the expression
\(100 \boldcdot 3^2\)
means
\(100 \boldcdot 3 \boldcdot 3\)
.
Activity Synthesis
Make sure students recognize two key takeaways from this activity:
The vertical intercept of the graph is the initial bacteria population size. It is the size of the population when first measured, or when
\(t\)
, the number of hours since measurement, is 0.
The growth factor of the populations is represented by how quickly the graph increases.


correct_option_index: 1