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: Find arc lengths and areas of sectors of circles.

Apply geometric concepts in modeling situations.

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

Apply trigonometry to general triangles.

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

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

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

Make geometric constructions.

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

Reason with shapes and their attributes.

Understand and apply theorems about circles.

Define trigonometric ratios and solve problems involving right triangles.

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

Use coordinates to prove simple geometric theorems algebraically.

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

Understand congruence in terms of rigid motions.

Analyze, compare, create, and compose shapes.

Understand and apply the Pythagorean Theorem.

Prove theorems involving similarity.

Experiment with transformations in the plane.

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

Explain volume formulas and use them to solve problems.

Understand similarity in terms of similarity transformations.

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

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

Prove geometric theorems.

Understand congruence and similarity using physical models, transparencies, or geometry software.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the Geoblocks center. Students describe solid shapes using their own language. Students provide clues so that their partner can identify the shape out of a set of 4-6 solid shapes. While students may correctly name the solid shapes, it is not expected in this lesson. Students may describe the shapes in many ways. Monitor for students who:
reference a familiar object: “This shape looks like a ball.”
describe attributes or parts of the shape, such as point and circle for a cone.
use the name of the shape: “This shape is a cube.”
use positional words: “This shape is next to the one that looks like a box.”
The purpose of the activity synthesis is to highlight the language students use to describe shapes (MP6).
MLR8 Discussion Supports.
Synthesis: For each response that is shared, invite students to turn to a partner and restate what they heard, using descriptions and gestures.
Advances: Listening, Speaking
Action and Expression: Internalize Executive Functions.
Invite students to plan how they will describe the shape to their partner.
Supports accessibility for: Organization, Conceptual Processing
Required Materials
Materials to Gather
Geoblocks
Solid shapes
Required Preparation
Each group of 2 students needs 4–6 different solid shapes.
Launch
Groups of 2
Give each group of students 4–6 different solid shapes.
“We are going to learn a new way to do the Geoblocks center. It is called Geoblocks, Describe and Find.”
“Put the solid shapes in the middle, between you and your partner.”
30 seconds: partner work time
Activity
“Think of a shape but don’t tell your partner. Describe one of the shapes to your partner. Your partner’s job is to guess which shape you are describing. Once your partner figures out which shape you are describing, switch roles.”
7 minutes: partner work time
Monitor for students who describe the shapes in the ways described in the activity narrative.
Advancing Student Thinking
If students guess a shape that is not being described, consider asking:
“What clues did your partner give you?”
If needed, consider prompting students to eliminate some of the shapes. For example, ask “Your partner said that the shape has a round part. Are there any shapes that do not have round parts?”
Activity Synthesis
Invite previously identified students to share.
“Which clues did your partner give that were helpful to you?” (My partner said their shape was tall and had a circle on the top and bottom.)


correct_option_index: 16