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

Understand similarity in terms of similarity transformations.

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

Reason with shapes and their attributes.

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

Define trigonometric ratios and solve problems involving right triangles.

Make geometric constructions.

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

Understand and apply the Pythagorean Theorem.

Understand and apply theorems about circles.

Use coordinates to prove simple geometric theorems algebraically.

Prove theorems involving similarity.

Understand congruence in terms of rigid motions.

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

Find arc lengths and areas of sectors of circles.

Explain volume formulas and use them to solve problems.

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

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

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

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

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

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

Experiment with transformations in the plane.

Prove geometric theorems.

Apply geometric concepts in modeling situations.

Apply trigonometry to general triangles.

Analyze, compare, create, and compose shapes.
problem_activity: Activity
The purpose of this activity is to give students practice finding missing side lengths in a right triangle using the Pythagorean Theorem.
Teacher Notes for IM 6–8 Math Accelerated
Adjust time to 15 minutes. After 2–3 minutes of work time, select 1–2 groups to share their work for the first question before continuing with the remaining questions. If time is limited, tell students that the final question is optional.
Launch
Arrange students in groups of 2. Give students 10 minutes of quiet work time and then have them compare with a partner. If partners disagree about any of their answers, ask them to explain their reasoning to one another until they reach agreement. Follow with a whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge by displaying the Pythagorean Theorem with a labeled diagram. Allow students to use calculators to ensure inclusive participation in the activity.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Find
\(c\)
.
[IMG]
Find
\(b\)
.
[IMG]
A right triangle has sides of length 2.4 cm and 6.5 cm. What is the length of the hypotenuse?
A right triangle has a side of length
\(\frac14\)
and a hypotenuse of length
\(\frac13\)
. What is the length of the other side?
Find the value of
\(x\)
in the figure.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
The spiral in the figure is made by starting with a right triangle with both legs measuring one unit each. Then a second right triangle is built with one leg measuring one unit, and the other leg being the hypotenuse of the first triangle. A third right triangle is built on the second triangle’s hypotenuse, again with the other leg measuring one unit, and so on.
[IMG]
Find the length,
\(x\)
, of the hypotenuse of the last triangle constructed in the figure.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Ask students to share how they found the missing side lengths. If students drew triangles for the two questions that did not have an image, display a few of these for all to see, noting any differences between them. For example, students may have drawn triangles with different orientations or labeled different sides as
\(a\)
and
\(b\)
.
For the last question, ask students to say what they did first to try and solve for
\(x\)
. For example, while many students may have found the length of the unknown altitude first and then used that value to find
\(x\)
, others may have set up the equation
\(34-5^2=18-x^2\)
.
Point out that when you know two sides of a right triangle, you can always find the third by using the Pythagorean identity
\(a^2 + b^2 = c^2\)
. Remind them that it is important to keep track of which side is the hypotenuse.
Reading, Writing, Speaking: MLR3 Clarify, Critique, Correct.
Before students share their method for the questions that did not have an image, present an incorrect solution based on a common error related to labeling the sides of a right triangle. For the right triangle with a side of length
\(\frac{1}{4}\)
and a hypotenuse of length
\(\frac{1}{3}\)
, draw a right triangle with the legs labeled
\(\frac{1}{4}\)
and
\(\frac{1}{3}\)
. Provide an incorrect explanation such as: “I know that
\(a = \frac{1}{4}\)
and
\(b = \frac{1}{3}\)
, so when I use the Pythagorean Theorem, I get the equation
\((\frac{1}{4})^2 + (\frac{1}{3})^2 = c^2\)
.” Ask students to identify the error, critique the reasoning, and revise the original statement. As students discuss in partners, listen for students who clarify the meaning of the hypotenuse and identify
\(c\)
as the length of the hypotenuse in the Pythagorean Theorem. This routine will engage students in meta-awareness as they critique and correct a common error when labeling the sides of a right triangle.
Design Principles(s): Cultivate conversation; Maximize meta-awareness


correct_option_index: 8