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.)


Thought: This problem solves a real-world problem involving mixing ingredients for cookies. A student doing this problem would need to reason about equivalent ratios of butter amounts to sugar amounts.
Answer: 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.


Thought: This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).
Answer: 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.


Thought: The last three rows of the table in the first problem involves solving pairs of simultaneous linear equations. The second word problem can also be represented as two simultaneous linear equations.
Answer: 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: Summarize numerical data sets in relation to their context, such as by:
- Reporting the number of observations.
- Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
- Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
- Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
problem_activity: Activity
In this activity, students use their understanding of spreadsheets to compute useful statistics from data sets. In the associated Algebra 1 lesson, students will learn alternative methods for computing these values.
Launch
If students need a reminder about how to use a spreadsheet as a calculator, demonstrate how to do basic calculations such as =A1+A2, =SUM(A1:A10), =(A1+A2)/A3, and =COUNT(A1:A50) or =LENGTH(A1:A50) in GeoGebra.
Student Facing
Here is a list of the number of pages for fiction books on a shelf.
15
243
426
175
347
186
236
394
170
412
242
479
185
254
186
278
277
278
486
207
378
251
458
360
440
181
349
482
382
Describe a method to find the mean of these values. (Do not calculate the value yet.)
Input the data into a spreadsheet in the same column. In another column, write a spreadsheet formula that will compute the value of the mean for the values in the column. What is the mean number of pages in these books?
The first book on the list with 15 pages was a recording error and should have been 158 pages. You need to compute the new mean using 158 instead of 15. Would you rather compute the new mean by hand or use a computer? Explain your reasoning.
What is the new mean number of pages in these books with the updated value of 158 pages for the first book in the list?
Another book is found and added to the shelf. This new book has 519 pages. How would you update your spreadsheet formula to include this new value?
Student Response
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Activity Synthesis
Select students to share their responses and methods for finding the mean from a list of values in a spreadsheet. The purpose of the discussion is to point out the advantage of using a spreadsheet to calculate statistics, especially for very large sets of data. For further discussion, consider asking these questions:
"Which part of the process for finding the mean for these values took the most time?" (Typing the values into the spreadsheet and making sure they are correct.)
"Often large data sets are collected electronically and automatically added to a spreadsheet. When there are thousands of data values in a spreadsheet, what other advantages do you think might be helpful when using technology to compute the mean?" (It may be difficult to understand the data when there are so many values, so using the spreadsheet to calculate the mean can help in understanding what is typical. It would definitely be faster to use the spreadsheet to calculate the mean than doing it by hand.)
"What other statistics would be useful and easier to calculate using a spreadsheet?" (If the data set is large or the numbers are difficult to understand at a glance, the median, quartiles, interquartile range, mean absolute deviation, maximum, and minimum should all be easy for a computer to find from a list.)


correct_option_index: 0

1