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.


Thought: This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.
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
$$-\frac{1}{4}$$


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.


Thought: This problem involves understanding fractions, multiplication, and division.
Answer: 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.


Thought: This set of problems involves solving linear equations and pairs of linear equations.
Answer: 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: Analyze proportional relationships and use them to solve real-world and mathematical problems.

Understand ratio concepts and use ratio reasoning to solve problems.
problem_activity: Optional activity
If students investigated the answers to their questions in the previous activity, they need access to their findings. They can either work with the questions generated by their group, or everyone can work from a master list of questions compiled by the teacher.
If students have access to a spreadsheet program, they can use it to find the results (MP5). Students need to communicate their findings clearly in graphical displays (MP6). They can choose to illustrate all or some of the questions in their graphical displays. Encourage the students to be creative with their displays. For example, if students are examining the question “How many people would live on each continent?” they might sketch the continents and place stick figures on the continents to represent the class. They might also draw a bar graph showing the same information in a different way.
Launch
Students work in same groups of 2–4 from previous activity. Provide access to four-function calculators. If students are doing their own research, provide access to internet-enabled devices. If conducting a gallery walk at the end, provide access to tools for making a visual display.
To give students a sense of the magnitude of the world versus the classroom, consider zooming in from Earth to North America, the United States, your state, your city, and finally your school.
Invite students to work on the question or questions that are of most interest to them either from their own group work on from the compiled list.
Action and Expression: Internalize Executive Functions.
To support development of organizational skills, check in with students within the first 2–3 minutes of work time. Check to make sure students are beginning to choose characteristics about the world’s population that are available to find, and that they can calculate percentages for the class for those characteristics.
Supports accessibility for: Memory; Organization
Student Facing
Suppose your class represents all the people in the world.
Choose several characteristics about the world’s population that you have investigated. Find the number of students in
your
class that would have the same characteristics.
Create a visual display that includes a diagram that represents this information. Give your display the title “If Our Class Were the World.”
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Anticipated Misconceptions
Students may struggle with the difficult numbers for the percent of the world population with different characteristics. For example, there are about 1.2 billion people living in Africa. Ask them  to calculate
\(1.2 \div 7.4 \approx 0.162\)
. "What percent of the world population this is?" (16%). "If our class were the world, then about 16% of the class would live in Africa.  So how many students in our class would live in Africa?" (Since 16% of 25 is 4, that means that 4 students in our class would live in Africa.)
In some cases, there might be two acceptable answers to how many students in our class have a certain characteristic. About 10% of the world population is in Europe. For our class, we could have 2 students (8%) or 3 students (12%) that are in Europe. Either one is an acceptable answer. Make sure that students understand that 2.5 (10% of 25) is not a reasonable answer.
Activity Synthesis
Invite groups to share their displays. Consider doing a gallery walk and asking:
Were you surprised by any of your findings?
In what ways is the class actually representative of the world? (possibly gender distribution, religious adherence, etc.)
In what ways is it not? (age, place of residence, access to clean water, etc.)
Make sure to highlight the fact that having a small class limits the percentages that are possible. This can make deciding how many students in the class have a particular characteristic difficult. Consider asking:
What percentages are possible for students in the class? (0, 4, 8, . . . multiples of 4 up to 100)
There are 1 billion people living in the Americas. That’s a little more than 13.5% of the world population. If our class was the world, how many students in our class would be from the Americas? (3 students would be 12%, and 4 would be 16%. So 3 students is as close as we can get.)


correct_option_index: 1