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: Understand and apply the Pythagorean Theorem.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Understand and apply theorems about circles.

Apply trigonometry to general triangles.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Classify two-dimensional figures into categories based on their properties.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Understand congruence in terms of rigid motions.

Experiment with transformations in the plane.

Find arc lengths and areas of sectors of circles.

Translate between the geometric description and the equation for a conic section.

Use coordinates to prove simple geometric theorems algebraically.

Make geometric constructions.

Explain volume formulas and use them to solve problems.

Reason with shapes and their attributes.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Prove theorems involving similarity.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Visualize relationships between two-dimensional and three-dimensional objects.

Understand similarity in terms of similarity transformations.

Apply geometric concepts in modeling situations.

Prove geometric theorems.

Define trigonometric ratios and solve problems involving right triangles.

Analyze, compare, create, and compose shapes.

Solve real-world and mathematical problems involving area, surface area, and volume.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
problem_activity: Activity
The purpose of this activity is to extend what students know about constructing a perpendicular line through a point on the given line to a new situation in which the constructed perpendicular line goes through a point
not
on the given line.
Making dynamic geometry software available gives students an opportunity to choose appropriate tools strategically (MP5).
Digital
Launch
Arrange students in groups of 2. Display the image for all to see:
[IMG]
Remind students that in the previous lesson, they used straightedge and compass moves to create a line perpendicular to
\(\ell\)
that goes through point
\(B\)
, which was on line
\(\ell\)
. Now display an image of the construction of a perpendicular line through
\(B\)
for all to see throughout the activity:
[IMG]
Display a list of constructions students already know. This display should be posted in the classroom for the remaining lessons within this unit. It should look something like (only include the first 6 constructions now):
circles of a certain radius
lines and line segments through two points
regular hexagons
equilateral triangles
a perpendicular bisector of a given segment
a perpendicular line through a point on the given line
a perpendicular line through a point
not
on the given line (added in this lesson)
a parallel line through a point
not
on the given line (added in this lesson)
After quiet work time, ask students to compare their responses to their partner’s and decide whether they are both correct, even if they are different. Follow with a whole-class discussion.
Action and Expression: Provide Access for Physical Action.
Provide access to tools and assistive technologies such as dynamic geometry software.
Supports accessibility for: Visual-spatial processing;Conceptual processing; Organization
Student Facing
Here is a line
\(m\)
and a point
\(C\)
not
on the line. Use straightedge and compass tools to construct a line perpendicular to line
\(m\)
that goes through point
\(C\)
. Be prepared to share your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
The line segment
\(AB\)
has a length of 1 unit. Construct its perpendicular bisector and draw the point where this line intersects our original segment
\(AB\)
. How far is this new point from
\(A\)
?
We now have 3 points drawn. Use a pair of points to construct a new perpendicular bisector that has not been drawn yet and label its intersection with segment
\(AB\)
. How far is this new point from
\(A\)
?
If you repeat this process of drawing new perpendicular bisectors and considering how far your point is from A, what can you say about all the distances?
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Print
Launch
Arrange students in groups of 2. Display the image for all to see:
[IMG]
Remind students that in the previous lesson, they used straightedge and compass moves to create a line perpendicular to
\(\ell\)
that goes through point
\(B\)
, which was on line
\(\ell\)
. Now display an image of the construction of a perpendicular line through
\(B\)
for all to see throughout the activity:
[IMG]
Display a list of constructions students already know. This display should be posted in the classroom for the remaining lessons within this unit. It should look something like (only include the first 6 constructions now):
circles of a certain radius
lines and line segments through two points
regular hexagons
equilateral triangles
a perpendicular bisector of a given segment
a perpendicular line through a point on the given line
a perpendicular line through a point
not
on the given line (added in this lesson)
a parallel line through a point
not
on the given line (added in this lesson)
After quiet work time, ask students to compare their responses to their partner’s and decide whether they are both correct, even if they are different. Follow with a whole-class discussion.
Action and Expression: Provide Access for Physical Action.
Provide access to tools and assistive technologies such as dynamic geometry software.
Supports accessibility for: Visual-spatial processing;Conceptual processing; Organization
Student Facing
Here is a line
\(m\)
and a point
\(C\)
not
on the line. Use straightedge and compass moves to construct a line perpendicular to line
\(m\)
that goes through point
\(C\)
. Be prepared to share your reasoning.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
The line segment
\(AB\)
has a length of 1 unit. Construct its perpendicular bisector and draw the point where this line intersects our original segment
\(AB\)
. How far is this new point from
\(A\)
?
We now have 3 points drawn. Use a pair of points to construct a new perpendicular bisector that has not been drawn yet and label its intersection with segment
\(AB\)
. How far is this new point from
\(A\)
?
If you repeat this process of drawing new perpendicular bisectors and considering how far your point is from A, what can you say about all the distances?
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may struggle more than is productive. Ask these students to draw a line segment and construct the perpendicular bisector of it. In that construction, the perpendicular bisector will go through an intersection point of two circles. Ask, “What happens if you create a circle centered at that intersection point that goes through an endpoint of the segment? Why does that happen? How can you use this idea in this new activity?”
Activity Synthesis
Focus on the process of using a previous construction to generate new constructions. Here are some questions for discussion:
“How was this construction different from perpendicular line constructions you have done before? How did thinking about the differences help you plan what to do?” (I didn't have a segment to bisect, because the point wasn't on the line. I realized I could still make a segment using the new point.)
“How does knowing some constructions help you do other, more complicated constructions?” (I can use the same moves, but just change them a little bit.)
Writing, Speaking, Conversing: MLR 1 Stronger and Clearer Each Time
. Use this routine to give students a structured opportunity to revise and refine the reasoning used to create their construction. Ask each student to meet with 2–3 other partners in a row for feedback. Provide students with prompts for feedback that will help individuals strengthen their ideas and clarify their language. For example, “Can you explain how…?”, “Why did you choose to construct a circle there?”, “What do you know about radii that helps here?”, or “What do you mean by…?”. Students can borrow ideas and language from each partner to strengthen their final explanation.
Design Principle(s): Optimize output (for justification); Support sense-making


correct_option_index: 13