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: Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

Verify experimentally the properties of dilations given by a center and a scale factor:
- A dilation takes a line not passing through the center of the dilation to a parallel line, and leaves a line passing through the center unchanged.
- The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.
problem_activity: Activity
The goal of this activity is for students to use the definition of similarity, and to practice applying some of the skills they learned when studying congruent figures to similar figures. Students practice writing a sequence of rigid motions and dilations to take one figure onto another, write accurate similarity statements about the figures, and reason about what must be true about corresponding side lengths.
Launch
Ask students to add this definition to their reference charts as you add it to the class reference chart:
One figure is
similar
to another if there is a sequence of rigid motions and dilations that takes the first figure so that it fits exactly over the second. (Definition)
Translation and dilation takes
\(\triangle ABC\)
onto
\(\triangle FDE\)
so
\(\triangle ABC \sim \triangle FDE\)
[IMG]
Tell students
\(\triangle ABC \sim \triangle FDE\)
is a similarity statement, and we read
\(\sim\)
as “is similar to.”
Arrange students in groups of 2. After quiet work time, ask students to compare their responses to their partner’s and decide if they are both correct, even if they are different. Follow with a whole-class discussion.
Writing, Listening, Conversing: MLR1 Stronger and Clearer Each Time.
Use this routine to help students improve their written responses for the sequence of transformations that takes one triangle to the other. Give students time to meet with 2–3 partners to share and get feedback on their responses. Display feedback prompts that will help students strengthen their ideas and clarify their language. For example, “What is the directed line segment of the translation?” and “What is the center and scale factor of the dilation?” Invite students to go back and revise or refine their written explanation based on the feedback from peers. This will help students use precise language to describe the sequence of transformations that takes one triangle to the other.
Design Principle(s): Optimize output (for explanation); Cultivate conversation
Representation: Internalize Comprehension.
Activate or supply background knowledge about symbolic notation. Provide students with access to explanations of symbols used in the caption for parallel and perpendicular, and connect to the right angle symbol in the image which shows that two segments are perpendicular.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Are the triangles
similar
?
\(\overline{AB}\parallel\overline{QR},\overline{AB}\perp\overline{AE},\overline{QR}\perp\overline{QT}\)
[IMG]
Write a sequence of transformations (dilation, translation, rotation, reflection) to take one triangle to the other.
Write a similarity statement about the 2 figures, and explain how you know they are similar.
Compare your statement with your partner’s statement. Is there more than one correct way to write a similarity statement? Is there a wrong way to write a similarity statement?
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
If students struggle to define sequences of rigid motions and dilations, review an example from the card sort.
Activity Synthesis
Ask students to determine if their sequence of rigid motions and dilations will always work for any pair of triangles that have all pairs of corresponding angles congruent and all pairs of corresponding sides lengths in the same proportion. (Probably not, some figures would require rotations and dilations. But the general method of dilating and using rigid motions will always work.)
For students who dilated first, ask:
How do you choose the dilation to use? (Dilate from any vertex, by the scale factor given by the ratio of a pair of corresponding sides.)
Once you dilate, how do you know you’ll be able to use rigid motions to take one triangle to the other? (The triangles will be congruent, because their corresponding angles will remain congruent, and all their side lengths will be multiplied by the value
\(k\)
that you need to make them the same length as the corresponding side. Since all the corresponding angles and all the corresponding sides will match, you’ll be able to take one triangle to the other.)
For students who used rigid motions first, ask:
How do you know rigid motion will line up parts of the figures? (Because corresponding angles are congruent, we’ll be able to line up both of the rays that meet at the vertex by translating and rotating, because you can always take an angle onto another congruent angle.)
How do you know that dilation will then line up the remaining two points? (The sides lengths will be in the same proportion, because we’re given that information, and the angles all line up, so the triangles are dilations of each other.)


correct_option_index: 0