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: Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
problem_activity: Narrative
The purpose of this activity is for students to build any object they want to. In the next activity, students focus only ;on rectangular prisms. As students count, they will need to make sure to count each cube once and only once. Monitor for these strategies:
Touch each cube as it is counted
Count the cubes by layer (including when there are different numbers of cubes in each layer)
Use addition or multiplication when the cubes are organized in layers
Required Preparation
Each group of 2 needs 24 connecting cubes.
Launch
Groups of  2
Give 24 connecting cubes to each group.
“In this activity, you will use unit cubes to build objects and describe how you would measure the volume.”
10 minutes: partner work time
Activity
As students work, monitor for students who build rectangular prisms to share during the synthesis.
Student Facing
Partner A: Build an object using 8–12 cubes and give the object to Partner B.
Partner B: Explain how you would count the number of cubes in the object.
Partner A: Explain if you would count the cubes in the same way or in a different way.
Switch roles and repeat.
Which objects were easiest to count? Why?
[IMG]
Student Response
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Advancing Student Thinking
If students are counting all of the cubes one at a time, ask, “where do you see cubes that could be counted as a group?”
Activity Synthesis
Discuss responses to the last problem.
“Which objects were most challenging to count?” (Objects where I had to count each individual cube because it was a weird shape.)
“Which objects were the simplest to count?” (Organized shapes like towers, rectangles, cubes, or boxes.)
Invite selected students to share the rectangular prisms they built and how they counted the number of cubes.
“How did you count the cubes?” (I knew that there were 4 cubes in each layer and 2 layers so that’s 8 cubes.)
“We call these objects
rectangular prisms
. What were some ways you used to count the cubes in rectangular prisms?” (I counted the cubes in groups and then skip counted. I used multiplication to find the total.)


correct_option_index: 1

2