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: Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.

Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
problem_activity: Optional activity
In this activity, students build a trundle wheel and use it to measure distances in the classroom. The trundle wheels need to be stored in the classroom for use in the next lesson. If it is not feasible to store a trundle wheel from every group of 3–4 students, have them combine to form larger groups before building the wheels. Each student should still get a chance to practice measuring with the trundle wheel.
It is suggested that students build their trundle wheels using a paper plate as the wheel, two rulers taped together end to end as the handle, a metal paper fastener, and an index card taped to the wheel to produce an audible “click” when it hits the handle. There are many other ways to build a trundle wheel. If this fits into the culture of the class, students can use other designs and materials, e.g., students could use a bike with a playing card in the spokes to count rotations.
Launch
Keep students in the same groups, or if necessary, combine them to form larger groups. Discuss how to build the trundle wheel and distribute the supplies. Give students 15 minutes of group work time to build and try out their trundle wheels, followed by whole-class discussion.
Student Facing
Your teacher will give you some supplies. Construct a trundle wheel and use it to measure the length of the classroom. Record:
the diameter of your trundle wheel
the number of clicks across classroom
the length of the classroom (Be prepared to explain your reasoning.)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
Students may need some trial and error in building working trundle wheels, in particular for placing the clicking device. Encourage them to try out their design and then revise it as necessary.
Activity Synthesis
The goal of this discussion is for students to double-check that their trundle wheels work correctly and their results are reasonable. Invite one group that used each size of paper plate to demonstrate how their wheel works by walking across the classroom and counting the “clicks.” Record the data for all to see and discuss how these groups’ calculations for the length of the classroom compare, which may include the following points:
The group with the smaller plate had a larger number of clicks and vice versa.
Each group needs to multiply their number of clicks by the circumference of their wheel.
The circumference of the wheel can be found by multiplying the diameter times
\(\pi\)
or the radius times
\(2\pi\)
.
Should we report our answer in terms of
\(\pi\)
or use an approximation?
Are the groups’ answers for the length of the classroom pretty close or very different?
Is it possible to count half rotations of the wheel?
Representation: Develop Language and Symbols.
Display or provide charts with important terms and vocabulary. Invite students to suggest language or diagrams to include that will support their understanding and memory of: formula for circumference, rotation and the relationship between circumference of a wheel and the distance traveled.
Supports accessibility for: Conceptual processing; Memory
Representing, Conversing: MLR7 Compare and Connect.
Rearrange groups of students so that they are seating with another group that used the same size paper plate to build their trundle wheel. Invite groups to share their solutions and reasoning for the length of the classroom with each other. Ask, “What is the same and what is different?” about how they used their trundle wheel to measure the classroom. This will help students to consider precision when measuring and use mathematical language as they converse.
Design Principle(s): Maximize meta-awareness; Cultivate conversation


correct_option_index: 2