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: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
problem_activity: Narrative
The purpose of this activity is for students to practice adding a one-digit number and a two-digit number in a way that makes sense to them. Students may choose to use methods shared in the previous activity. Give half of the class one-digit numbers and the other half two-digit numbers. Students pair up to create a sum with a two-digit number and a one-digit number. In some problems, the sum will require composing a ten when adding ones to ones. Monitor for students who share ways they make a new ten with connecting cubes or drawings to share in the synthesis.
When students choose a method to add based on the pair of numbers they are adding, they make use of structure and apply regularity in reasoning (MP7, MP8). This could mean counting on when the 1-digit number is small, adding the ones when there is no new ten, and adding on to make a ten if needed.
MLR8 Discussion Supports.
Synthesis: For each method that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language.
Advances: Listening, Speaking.
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Materials to Copy
Add Em' Up Cards (2-digit and 1-digit numbers to 100)
Required Preparation
Create a set of cards from the blackline master for the class.
Launch
Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
Give half of the students one-digit number cards and half of the students two-digit number cards.
Display the student workbook page with the practice round.
“Each person has a card with a number on it. You will find a partner and find the sum of your two numbers. One student should have a one-digit number and the other should have a two-digit number. Let's do one round together.”
Invite one student with each kind of card to share their number.
“Find the sum of the numbers. Show your thinking using drawings, numbers, or words. Then write an equation that shows the value you found.”
2 minutes: independent work time
Share an equation that could be used.
“Now we will all play a few rounds.”
Activity
“Find a partner and find the sum of your numbers.”
5 minutes: partner work time
“Switch cards with your partner and find a new partner.”
Repeat as time allows.
Monitor for students whose sum:
does not require composing a new ten.
requires composing a new ten when adding ones and ones.
Student Facing
Practice Round:
Show your thinking using drawings, numbers, or words.
Equation: __________________________________
[IMG]
Round 1:
Show your thinking using drawings, numbers, or words.
Equation: __________________________________
Round 2:
Show your thinking using drawings, numbers, or words.
Equation: __________________________________
Round 3:
Show your thinking using drawings, numbers, or words.
Equation: __________________________________
Round 4:
Show your thinking using drawings, numbers, or words.
Equation: __________________________________
Round 5:
Show your thinking using drawings, numbers, or words.
Equation: __________________________________
Student Response
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Activity Synthesis
Invite previously identified students to share.
After each student shares, ask “Why did you choose this method?” (Since I was adding only 3, I could count on quickly. The number 9 would take too long to count on so I broke it apart to make a new ten and then added the rest.)


correct_option_index: 2