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: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.

Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.
problem_activity: Task
Is there an association between the weight of an animal’s body and the weight of the animal’s brain? 1. Make a scatterplot using the following data.
|      Animal      | Body Weight (kg) | Brain Weight (g) |
|------------------|------------------|------------------|
| Mountain beaver  |       1.35       |       8.1        |
|       Cow        |       465        |       423        |
|    Grey wolf     |      36.33       |      119.5       |
|       Goat       |      27.66       |       115        |
|    Guinea pig    |       1.04       |       5.5        |
|  Asian elephant  |       2547       |       4603       |
|      Donkey      |      187.1       |       419        |
|      Horse       |       521        |       655        |
|   Potar monkey   |        10        |       115        |
|       Cat        |       3.3        |       25.6       |
|     Giraffe      |       529        |       680        |
|     Gorilla      |       207        |       406        |
|      Human       |        62        |       1320       |
| African elephant |       6654       |       5712       |
|  Rhesus monkey   |       6.8        |       179        |
|     Kangaroo     |        35        |        56        |
|  Golden hamster  |       0.12       |        1         |
|      Mouse       |      0.023       |       0.4        |
|      Rabbit      |       2.5        |       12.1       |
|      Sheep       |       55.5       |       175        |
|      Jaguar      |       100        |       157        |
|    Chimpanzee    |      52.16       |       440        |
|       Mole       |      0.122       |        3         |
|       Pig        |       192        |       180        |
Do there appear to be outliers in this data? Which animals appear to be outliers? Explain how you identified these outliers.
Removing the outliers from the data set, make a new scatterplot of the remaining animal body and brain weights.
Does there appear to be a relationship between body weight and brain weight? If yes, write a brief description of the relationship.
Take a piece of uncooked spaghetti and use that spaghetti to informally fit a line to the data. Attempt to place your line so that the vertical distances from the points to the line are as small as possible.
How well does the spaghetti line appear to fit the data? Explain.


correct_option_index: 0

3