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?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Thought: This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.
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
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

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?


Mathematical concept/skill options: 
A. Write expressions in equivalent forms to solve problems.
B. Understand properties of multiplication and the relationship between multiplication and division.
C. Interpret the structure of expressions.
D. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
E. Use polynomial identities to solve problems.
F. Understand the relationship between zeros and factors of polynomials.
G. Write and interpret numerical expressions.
H. Work with equal groups of objects to gain foundations for multiplication.
I. Perform arithmetic operations on polynomials.
J. Create equations that describe numbers or relationships
K. Generate and analyze patterns.
L. Analyze and solve linear equations and pairs of simultaneous linear equations.
M. Understand solving equations as a process of reasoning and explain the reasoning.
N. Apply and extend previous understandings of arithmetic to algebraic expressions.
O. Rewrite rational expressions.
P. Represent and solve problems involving multiplication and division.
Q. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
R. Reason about and solve one-variable equations and inequalities.
S. Understand and apply properties of operations and the relationship between addition and subtraction.
T. Understand the connections between proportional relationships, lines, and linear equations.
U. Multiply and divide within 100.
V. Gain familiarity with factors and multiples.
W. Use the four operations with whole numbers to solve problems.
X. Work with addition and subtraction equations.
Y. Represent and solve problems involving addition and subtraction.
Z. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
AA. Solve equations and inequalities in one variable.
AB. Solve systems of equations.
AC. Represent and analyze quantitative relationships between dependent and independent variables.
AD. Work with radicals and integer exponents.
AE. Represent and solve equations and inequalities graphically.
AF. Analyze patterns and relationships.
AG. Use properties of operations to generate equivalent expressions.
AH. Add and subtract within 20.


Thought: This set of problems involves solving linear equations and pairs of linear equations.
Answer: L

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6

fl_problem_001097

7

fl_problem_001392

8
options: Extend the counting sequence.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Understand place value.

Work with numbers 11–19 to gain foundations for place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Understand the place value system.

Use place value understanding and properties of operations to add and subtract.

Perform operations with multi-digit whole numbers and with decimals to hundredths.
problem_activity: Narrative
This activity develops students’ understanding of the vertical method of recording partial quotients and their ability to use it to perform division. One of the quotients here involves a remainder, prompting students to interpret it. Students are reminded that the term “remainder” is used to describe “leftovers” when dividing.
MLR2 Collect and Display.
Synthesis: Direct attention to words collected and displayed from the previous lessons. Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Reading
Launch
Groups of 2
Activity
3 minutes: independent work time on the first 2 problems.
Pause after problem 2 to discuss students’ responses.
Display the different ways that students decompose 389 to divide it by 7.
“Most other calculations we’ve seen so far end with a 0, but this one ends with a 4. What does the 4 tell us?” (We cannot make a group of 7 with 4 leftover. 389 is not a multiple of 7, and there are leftovers.)
“When we divide and end up with leftovers we call them remainders, because they represent what is remaining after we divide into equal groups.”
Display:
\(389 = 7 \times 55 + 4\)
“How does this equation show that
\(389 \div 7\)
has a remainder?” (It shows that 389 is not a multiple of 7. It also shows that 7 and 55 make a factor pair for 385, and 389 is 4 more than that.)
3 minutes: independent work time on the last 2 problems.
As students work on the last two problems monitor for students who:
start with the largest multiple of 3 and 10 within 702 that they can think of to decompose the dividend (690, 600).
use the fewest steps to find the quotient.
Student Facing
Jada used partial quotients to find out how many groups of 7 are in 389.
Analyze Jada’s steps in the algorithm.
[IMG]
Look at the three numbers above 389. What do they represent?
Look at the three subtractions below 389. What do they represent?
What is another way you can decompose 389 to divide by 7?
Is 389 a multiple of 7? Explain your reasoning.
Use an algorithm that uses partial quotients to find out how many groups of 3 are in 702.
Is 702 a multiple of 3? Explain your reasoning.
Student Response
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Activity Synthesis
Display responses that show variation in how students decomposed 702 in problem 3.
Highlight that there are countless ways of using partial quotients to divide a number, but it may be more efficient to divide larger groups than smaller groups (for example, removing 350 once, as opposed to removing 70 five times. Removing smaller groups is just as valid, however.)
To help students see the relationship between corresponding partial products and partial quotients, consider illustrating them visually. Some examples:
[IMG]
[IMG]
[IMG]


correct_option_index: 5