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: Explain volume formulas and use them to solve problems.

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

Define trigonometric ratios and solve problems involving right triangles.

Use coordinates to prove simple geometric theorems algebraically.

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

Make geometric constructions.

Find arc lengths and areas of sectors of circles.

Understand congruence in terms of rigid motions.

Understand similarity in terms of similarity transformations.

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

Understand and apply the Pythagorean Theorem.

Prove theorems involving similarity.

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

Reason with shapes and their attributes.

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

Apply trigonometry to general triangles.

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

Apply geometric concepts in modeling situations.

Prove geometric theorems.

Analyze, compare, create, and compose shapes.

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

Understand and apply theorems about circles.

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

Experiment with transformations in the plane.

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

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Visualize relationships between two-dimensional and three-dimensional objects.
problem_activity: Activity
In this activity, students apply the expression they previously generated to find the areas of various triangles. Each diagram is labeled with two or three measurements. Before calculating, students think about which lengths can be used to find the area of each triangle.
As students work, notice students who choose different bases for Triangles B and D. Invite them to contribute to the discussion about finding the areas of right triangles later.
Launch
Explain to students that they will now practice using their expression to find the area of triangles without a grid. For each triangle, ask students to be prepared to explain which measurement they choose for the base and which one for the corresponding height and why.
Keep students in groups of 2–4. Give students 5 minutes of quiet think time, followed by 1–2 minutes for discussing their responses in their group.
Representing: MLR2 Collect and Display.
While pairs are working, circulate and listen to student talk about identifying the bases and corresponding heights for each of triangles. Write down common or important phrases you hear students say about each triangle, specifically focusing on how students make sense of the base and height of each triangle. Record the words students use to refer to each triangle and display them for all to see during the whole-class discussion.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
For each triangle, circle a base measurement that you can use to find the area of the triangle. Then, find the area of any
three
triangles. Show your reasoning.
[IMG]
Student Response
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Anticipated Misconceptions
The extra measurement in Triangles C, D, and E may confuse some students. If they are unsure how to decide the measurement to use, ask what they learned must be true about a base and a corresponding height in a triangle. Urge them to review the work from the warm-up activity.
Activity Synthesis
The aim of this whole-class discussion is to deepen students’ awareness of the base and height of triangles. Discuss questions such as:
For Triangle A, can we say that the 6-cm segment is the base and the 5-cm segment is the height? Why or why not? (No, the base of a triangle is one of its sides.)
What about for Triangle C:  Can the 3-cm segment serve as the base? Why or why not? (No, that segment is not a side of the triangle.)
Can the 3.5-cm side in Triangle C serve as the base? Why or why not? (Yes, it is a side of the triangle, but because we don't have the height that corresponds to it, it is not helpful for finding the area here.)
More than two measurements are given for Triangles C, D, and E. Which ones are helpful for finding area? (We need a base and a corresponding height, which means the length of one side of the triangle and the length of a perpendicular segment between that side and the opposite vertex.)
When it comes to finding area, how are right triangles—like B and D—unique? (Either of the two sides that form the right angle could be the base or the height. In non-right triangles—like A, C, and E—the height segment is not a side of the triangle; a different line segment has to be drawn.)


correct_option_index: 12