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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
problem_activity: Narrative
The purpose of this activity is for students to think about and compare the capacities of containers. Students start by comparing two containers where it is visually obvious which one holds more. They use comparison language such as “The pitcher holds more than the cup.” Then, students consider containers that have capacities that are not easy to compare visually and they brainstorm ways to compare the capacities of the containers. Students may need to see the water poured between the two containers multiple times before they determine and can explain which container has more capacity. As students make predictions and then discuss and justify their comparisons, they share a mathematical claim and the thinking behind it (MP3).
MLR8 Discussion Supports.
Use multimodal examples to clarify what it means for a container to hold liquid. Use verbal descriptions along with gestures or drawings to show the meaning of the word hold in this context.
Advances: Listening, Representing
Required Materials
Materials to Gather
Containers of different sizes
Sticky notes
Required Preparation
Gather a larger pitcher and a small cup to display during the launch.
Gather 2 cups with capacities that are not easy to compare visually, such as a tall stemmed glass and a short, wide cup for the activity.
Launch
Groups of 2
Display a pitcher and a small cup.
“Diego’s class needs a lot of lemonade for a lemonade sale they are going to have at school. Which container do you think they should use to hold the lemonade? Why do you think that?” (The pitcher holds more lemonade because it is bigger. The cup is small.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“We think that the pitcher will hold more lemonade.”
Activity
Display 2 cups and give each student a sticky note.
“Which of these cups do you think would hold more lemonade? Put your sticky note by the cup that you think would hold more lemonade.”
3 minutes: independent work time
“People had different answers about which cup would hold more lemonade. What can we do to figure out which cup can hold more lemonade?”
1 minute: quiet think time
1 minute: partner discussion
Share and record responses.
Demonstrate filling one of the cups with water and then slowly pour that water into the other cup.
“I filled up the red cup and poured the same water into the blue cup, but the blue cup overflowed. Which cup do you think can hold more lemonade?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“The red cup can hold more lemonade than the blue cup.”
Student Response
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Activity Synthesis
“We can use water to help us figure out which cup can hold more lemonade.”


correct_option_index: 0

1