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: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.

Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
problem_activity: Activity
In the previous lesson, students analyzed the graph of a linear, non-proportional relationship (number of cups in a stack versus the height of the stack). This task focuses on interpreting the slope of a graph and where it crosses the
\(y\)
-axis in context. Students are given cards describing situations with a given rate of change and cards with graphs. Students match each graph with a situation it could represent, and then use the context to interpret the meaning of the slope. They find where the line crosses the vertical axis, i.e., the
vertical intercept,
and interpret its meaning in each situation. They also decide if the two quantities in each situation are in a proportional relationship.
Make sure that students draw the triangle they use to compute the slope. There are strategic choices that can be made to make the computation easier and more precise. Watch for students who use different triangles for the same slope computation, and ask them to share their reasoning during the whole-group discussion.
In the whole-group discussion at the end of the task, discuss and emphasize the meaning of the terms slope and vertical intercept or
\(y\)
-intercept (in situations where the name of the variable graphed on the vertical axis is
\(y\)
).
You will need the Slopes and Graphs blackline master for this lesson.
Launch
Tell students that they will match a set of cards describing different relationships with a set of cards showing graphs of lines. The axes on the graphs are not labeled (since this could be used as an aid in the matching). Instruct students to add labels to the axes as they make their matches.
Arrange students in groups of 2. Distribute a set of 12 cards to each group. 10 minutes of group work and then whole-class discussion.
Student Facing
Your teacher will give you 6 cards describing different situations and 6 cards with graphs.
Match each situation to a graph.
Pick one proportional relationship and one non-proportional relationship and answer the following questions about them.
How can you find the slope from the graph? Explain or show your reasoning.
Explain what the slope means in the situation.
Find the point where the line crosses the vertical axis. What does that point tell you about the situation?
Student Response
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Activity Synthesis
The slopes of the 6 lines given on the situation card are all different, so the matching part of the task can be accomplished by examining the slopes of the different lines. Invite students who have made strategic choices of slope triangles for calculating the slopes (for example, Graph 6 contains the points
\((0,0)\)
and
\((5,20)\)
, which give a value of
\(\frac{20}{5}\)
for the slope), and ask them to share.
Next, focus the discussion on the interpretation of the point where the line crosses (or touches) the
\(y\)
-axis. For some situations, the contextual meaning of this point is abstract. For example, in Situation B, a square with side length 0 is just a point that has no perimeter and so it “makes sense” that
\((0,0)\)
is on the graph. Some students may argue that a point is not a square at all but if we consider it to be a square then it definitely has 0 perimeter. In other situations, the point where the line touches the
\(y\)
-axis has a very natural meaning. For example, in Situation A, it is the amount Lin’s dad spent on the tablet and 0 months of service: so this is the cost of the tablet.
Define the
vertical intercept
or
\(y\)
-intercept as the point where a line crosses the
\(y\)
-axis. Note that sometimes “
\(y\)
-intercept” refers to the numerical value of the
\(y\)
-coordinate where the line crosses the
\(y\)
-axis. Go over each of the situations and ask students for the meaning of the vertical intercept in the situation (A: cost of the device, B: perimeter of a square with 0 side length, C: amount of money in Diego’s piggy bank before he started adding \$5 each week, D: money Noah saved helping his neighbor, E: amount of money in Elena's piggy bank before she started adding money, F: amount Lin’s mom has paid for internet service before her service begins.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Include the following terms and maintain the display for reference throughout the unit: vertical intercept, y-intercept. Invite students to suggest language or diagrams to include on the display that will support their understanding of these terms.
Supports accessibility for: Memory; Language
Representing, Conversing: MLR7 Compare and Connect.
As students share their matches with the class, call students’ attention to the different ways the vertical intercept is represented graphically and within the context of each situation. Take a close look at Graphs 2 and 3 to distinguish what the 40 represents in each corresponding situation. Wherever possible, amplify student words and actions that describe the correspondence between specific features of one mathematical representation and a specific feature of another representation.
Design Principle(s): Maximize meta-awareness; Support sense-making


correct_option_index: 0

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