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: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
- An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
- An angle that turns through n one-degree angles is said to have an angle measure of n degrees.

Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
problem_activity: Narrative
In this Info Gap activity, students solve abstract multi-step problems involving an arrangement of angles with several unknown measurements. By now students have the knowledge and skills to find each unknown value, but the complexity of the diagram and the Info Gap structure demand that students carefully make sense of the visual information and look for entry points for solving the problems. They need to determine what information is necessary, ask for it, and persevere if their initial requests do not yield the information they need (MP1). The process also prompts them to refine the language they use and ask increasingly more precise questions until they get useful input (MP6).
Here is an image of the cards for reference:
[IMG]
Required Materials
Materials to Copy
Info Gap: Whole Bunch of Angles
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
MLR4 Information Gap
Display the task statement, which shows a diagram of the Info Gap structure.
1–2 minutes: quiet think time
Read the steps of the routine aloud.
“I will give you either a problem card or a data card. Silently read your card. Do not read or show your card to your partner.”
Distribute the cards.
“The diagram is not drawn accurately, so using a protractor to measure is not recommended.”
1–2 minutes: quiet think time
Remind students that after the person with the problem card asks for a piece of information, the person with the data card should respond with “Why do you need to know (restate the information requested)?”
Activity
5 minutes: partner work time
After students solve the first problem, distribute the next set of cards. Students switch roles and repeat the process with Problem Card 2 and Data Card 2.
Student Facing
Your teacher will give you either a problem card or a data card. Do not show or read your card to your partner.
[IMG]
Pause here so your teacher can review your work. Ask your teacher for a new set of cards and repeat the activity, trading roles with your partner.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
Some students may be overwhelmed by the visual information. Ask them to try isolating a part of the diagram at a time, covering other parts that are not immediately relevant.
Activity Synthesis
Select students to share how they found each angle measure. Record their reasoning and highlight equations that clearly show the relationships between angles.
“Which angle measurements were easy to find? What made them easy?” (Sample response:
\(p\)
and
\(d\)
, because it was fairly easy to see that each of them and a neighboring angle make a straight angle.)
“Which ones were a bit more involved? Why?” (Sample response:
\(e\)
, because there are 5 angles that meet at that point. We needed to find
\(a\)
or
\(d\)
before finding
\(e\)
.)


correct_option_index: 1