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: Draw informal comparative inferences about two populations.

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

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.

Summarize and describe distributions.

Interpret linear models.

Develop understanding of statistical variability.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Investigate patterns of association in bivariate data.

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

Understand and evaluate random processes underlying statistical experiments.

Calculate expected values and use them to solve problems.

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

Investigate chance processes and develop, use, and evaluate probability models.
problem_activity: Activity
In this activity, students continue to compute probabilities for multi-step experiments using the number of outcomes in the sample space. The first problem involves a situation for which students have already seen the sample space. Following this problem, the class will discuss the merits of the different representations for writing out the sample space. The next two problems involve situations in which students may need to write out the sample space on their own. Students are also reminded that some events have a probability of 0, which represents an event that is impossible. In the discussion following the activity, students are asked to think about the probabilities of two events that make up the entire sample space and have no outcomes common to both events (MP2).
Launch
Keep students in groups of 2.
Assign each group a representation for writing out the sample space: a tree, a table, or a list. Tell students that they should write out the sample space for the first problem using the representation they were assigned. (This was done for them in a previous lesson and they are allowed to use those as a guide if they wish.)
Tell students that they should work on the first problem only and then pause for a discussion before proceeding to the next problems.
Give students 2 minutes of partner work time for the first problem followed by a pause for a whole-class discussion centered around the different representations for sample space.
After all groups have completed the first question, select at least one group for each representation and have them explain how they arrived at their answer. As the groups explain, display the appropriate representations for all to see. Ask each of the groups how they counted the number of outcomes in the sample space as well as the number of outcomes in the event using their representation.
List:
Heads 1, heads 2, heads 3, heads 4, heads 5, heads 6, tails 1, tails 2, tails 3, tails 4, tails 5, tails 6
Table:
| 1  | 2  | 3  | 4  | 5  | 6  |
|----|----|----|----|----|----|
| H1 | H2 | H3 | H4 | H5 | H6 |
| T1 | T2 | T3 | T4 | T5 | T6 |
Tree:
[IMG]
After students have had a chance to explain how they used the representations, ask students to give some pros and cons for using each of the representations. For example, the list method may be easy to write out and interpret, but could be very long and is not the easiest method for keeping track of which outcomes have been written and which still need to be included.
Allow the groups to continue with the remaining problems, telling them they may use any method they choose to work with the sample space for these problems. Give students 10 minutes of partner work time followed by a whole-class discussion about the activity as a whole.
Student Facing
The other day you looked at a list, a table, and a tree that showed the sample space for rolling a number cube and flipping a coin.
Your teacher will assign you one of these three structures to use to answer these questions. Be prepared to explain your reasoning.
What is the probability of getting tails and a 6?
What is the probability of getting heads and an odd number?
Pause here so your teacher can review your work.
Suppose you roll two number cubes. What is the probability of getting:
Both cubes showing the same number?
Exactly
one cube showing an even number?
At least
one cube showing an even number?
Two values that have a sum of 8?
Two values that have a sum of 13?
Jada flips three quarters. What is the probability that all three will land showing the same side?
Student Response
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Anticipated Misconceptions
Some students may not recognize that rolling a 2 then a 3 is different from rolling a 3 then a 2. Ask students to imagine the number cubes are different colors to help see that there are actually 2 different ways to get these results.
Similarly, some students may think that HHT counts the same as HTH and THH. Ask the student to think about the coins being flipped one at a time rather than all tossed at once. Drawing an entire tree and seeing all the branches may further help.
Activity Synthesis
The purpose of the discussion is for students to explain their methods for solving the problems and to discuss how writing out the sample space aided in their solutions.
Poll the class on how they computed the number of outcomes in the sample space and the number of outcomes in the event for the second set of questions given these options: List, Table, Tree, Computed Outcomes Without Writing Them All Out, Another Method.
Consider these questions for discussion:
“Which representation did you use for each of the problems?”
“Do you think you will always try to use the same representation, or can you think of situations when one representation might be better than another?”
“Did you have a method for finding the number of outcomes in the sample space or event that was more efficient than just counting them?” (The number of outcomes in the sample space for the number cubes could be found using
\(6 \boldsymbol{\cdot} 6 = 36\)
. To find the number of outcomes with at least 1 even number, I knew there would be 6 for each time an even was rolled first and only 3 for each time an odd number was rolled first, so I found the number of outcomes by
\(3 \boldsymbol{\cdot} 6 + 3 \boldsymbol{\cdot} 3 = 27\)
.)
“One of the events had a probability of zero. What does this mean?”
(It is impossible.)
“What would be the probability of an event that was certain?” (1)
“Jada was concerned with having all the coins show the same side. What would be the probability of having at least 1 coin
not
match the others?” (
\(\frac{6}{8}\)
, since there are 6 outcomes where at least 1 coin does not match: HHT, TTH, HTH, THT, HTT, THH.)
“How do the answers to Jada’s question and the one we just answered relate to one another?” (Since every outcome in the sample space has either “at least one heads” or “all tails,” and there is no outcome that applies to both events, together the sum of their probabilities must be 100% or 1.)
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. For each response or observation that is shared, ask students to restate and/or revoice what they heard using precise mathematical language. Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students' attention to any words or phrases that helped to clarify the original statement. This will provide more students with an opportunity to produce language as they interpret the reasoning of others.
Design Principle(s): Support sense-making


correct_option_index: 14