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: Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Narrative
This activity prompts students to use number lines to illustrate the decomposition of a fraction into sums of other fractions, reinforcing their work from an earlier lesson. Along the way, students recognize that one way to decompose a fraction greater than 1 is to write it as a sum of a whole number and a fraction less than 1. This insight prepares students to interpret and write mixed numbers in later activities.
Action and Expression: Develop Expression and Communication
. Provide access to colored pencils. Invite students to trace or draw each “jump” with a different color. Then invite students to circle or write out each addend in the corresponding color.
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing, Organization
Launch
Display or draw this number line:
[IMG]
“What number does the point describe?” (8)
“What do you think the ‘jumps’ represent?” (The numbers that are put together to go from 0 to 8)
“What equations can we write to represent the combination of jumps?” (
\(6 + 2 =8\)
or
\(2 + 6 = 8\)
)
“Let’s look at the jumps on some other number lines and see what they may represent.”
Activity
Groups of 2
“Work independently on the activity for a few minutes. Afterwards, share your responses with your partner.”
5–7 minutes: independent work time
2 minutes: partner discussion
Student Facing
On each number line, draw two “jumps” to show how to use sixths to make a sum of
\(\frac{8}{6}\)
. Then, write an equation to represent each combination of jumps.
[IMG]
[IMG]
Noah draws the following diagram and writes:
\(\frac{8}{6} = \frac{6}{6} + \frac{2}{6}\)
and
\(\frac{8}{6} = 1 + \frac{2}{6}\)
. Which equation is correct? Explain your reasoning.
[IMG]
On each number line, draw “jumps” to show how to use thirds to make a sum of
\(\frac{7}{3}\)
. Then, write an equation to represent each combination of jumps.
[IMG]
[IMG]
Write
\(\frac{7}{3}\)
as a sum of a whole number and a fraction.
Student Response
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Advancing Student Thinking
Students may not make a connection between the fractions in the problems and the number lines because the latter show no fractional labels. Consider asking students to label the number line to show fractions or asking, “Where do you think
\(\frac{1}{6}\)
would be labeled on this number line?”
Activity Synthesis
Invite students to share their equations. Record them for all to see.
Focus the discussion on part b: writing
\(\frac{7}{3}\)
as a sum of a whole number and a fraction. Students are likely to write
\(1 + \frac{4}{3}\)
and
\(2 + \frac{1}{3}\)
.
Explain that
\(2 + \frac{1}{3}\)
can be written as
\(2\frac{1}{3}\)
, which we call a
mixed number
. This number is equivalent to
\(\frac{7}{3}\)
.
“Why might it be called a mixed number?” (It is a mix of a whole number and a fraction.)


correct_option_index: 0