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: Write expressions in equivalent forms to solve problems.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Rewrite rational expressions.

Use polynomial identities to solve problems.

Gain familiarity with factors and multiples.

Represent and solve problems involving multiplication and division.

Use properties of operations to generate equivalent expressions.

Solve equations and inequalities in one variable.

Understand and apply properties of operations and the relationship between addition and subtraction.

Write and interpret numerical expressions.

Multiply and divide within 100.

Create equations that describe numbers or relationships

Understand the relationship between zeros and factors of polynomials.

Represent and solve equations and inequalities graphically.

Reason about and solve one-variable equations and inequalities.

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving addition and subtraction.

Interpret the structure of expressions.

Analyze patterns and relationships.

Understand properties of multiplication and the relationship between multiplication and division.

Work with radicals and integer exponents.

Work with equal groups of objects to gain foundations for multiplication.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Understand the connections between proportional relationships, lines, and linear equations.

Solve systems of equations.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Perform arithmetic operations on polynomials.

Add and subtract within 20.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Work with addition and subtraction equations.

Understand solving equations as a process of reasoning and explain the reasoning.

Represent and analyze quantitative relationships between dependent and independent variables.

Generate and analyze patterns.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.
problem_activity: Activity
In this activity, students use surface area as a context to extend the order of operations to expressions with exponents. The context provides a reason to evaluate the exponent before performing the multiplication.
Launch
Give students 10 minutes of quiet work time, followed by a class discussion.
Reading: MLR6 Three Reads.
Use this routine to support students’ comprehension of the situation. In the first read, students read the text with the goal of comprehending the situation (e.g., Jada and Noah have different solutions for the surface area of the same cube). In the second read, ask students to identify important quantities that can be counted or measured (e.g., the side length of the cube; the number of faces of a cube; the area of each face of the cube). In the third read, reveal the question, “Do you agree with either of them? Explain your reasoning.” Ask students to brainstorm possible strategies to answer the question (e.g., Find the area of each face of the cube. Multiply the area by 6 to find the surface area of the cube). This will help students concentrate on making sense of the situation before rushing to a solution or method.
Design Principle(s): Support sense-making
Student Facing
A cube has side length 10 inches. Jada says the surface area of the cube is 600 in
2
, and Noah says the surface area of the cube is 3,600 in
2
. Here is how each of them reasoned:
Jada’s Method:
\(6 \boldcdot 10^2\)
\(6 \boldcdot 100\)
\(600\)
Noah’s Method:
\(6 \boldcdot 10^2\)
\(60^2\)
\(3,\!600\)
Do you agree with either of them? Explain your reasoning.
Student Response
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Activity Synthesis
In finding the surface area, there is a clear reason to find
\(10^2\)
and then multiply by 6. Tell students that sometimes it is not so clear in which order to evaluate operations. There is an order that we all generally agree on, and when we want something done in a different order, brackets are used to communicate what to do first. When an exponent occurs in the same expression as multiplication or division, we evaluate the exponent first, unless brackets say otherwise. Examples:
\((3\boldcdot 4)^2 = 12^2 = 144\)
, since the brackets tell us to multiply
\(3\boldcdot 4\)
first. But
\(3\boldcdot  4^2 = 3\boldcdot  16 = 48\)
, because since there are no brackets, we evaluate the exponent before multiplying.
If students bring up PEMDAS or another mnemonic for remembering the order of operations, point out that PEMDAS can be misleading in indicating multiplication before division, and addition before subtraction. Discuss the convention that brackets or parentheses indicate that something should be evaluated first, followed by exponents, multiplication, or division (evaluated left to right), and last, addition or subtraction (evaluated left to right).


correct_option_index: 22