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: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
problem_activity: Activity
In the last activity, students started with solids and identified various cross sections. In this activity, students view three-dimensional slabs of a solid between parallel cross sections and try to determine what the original solid was. Being able to visualize the relationship between a solid and its cross sections is important to later work on Cavalieri’s Principle.
Launch
Ask students, “What solid would a stack of all the same coins create?” Display a stack of quarters and note that it creates the shape of a cylinder. Then display, in order, a quarter, a nickel, a penny, and a dime. Ask, “What solid would a stack of coins decreasing in size create?” Make a stack with a few of each type of coin to make a solid that resembles a cone.
Student Facing
Each question shows several parallel cross-sectional slabs of the same three-dimensional solid. Name each solid.
[IMG]
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
3D-printers stack layers of material to make a three-dimensional shape. Computer software slices a digital model of an object into layers, and the printer stacks those layers one on top of another to replicate the digital model in the real world.
[IMG]
Draw 3 different horizontal cross sections from the object in the image.
The layers can be printed in different thicknesses. How would the thickness of the layers affect the final appearance of the object?
Suppose we printed a rectangular prism. How would the thickness of the layers affect the final appearance of the prism?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Ask students to share their predictions for what solids are formed. Then display these images for all to see.
[IMG]
[IMG]
[IMG]
[IMG]
[IMG]
[IMG]
[IMG]
[IMG]
[IMG]
Now focus students’ attention on cross sections that are taken parallel to a solid’s base (for those solids that have bases). Ask students how cross sections can be used to differentiate between prisms and pyramids. (The cross sections of prisms taken parallel to the base are congruent to each other. The cross sections of pyramids taken parallel to the base are similar to each other.)
Speaking: MLR8 Discussion Supports.
To help students respond to the questions for discussion, provide sentence frames such as: “The cross sections of _____ taken parallel to the base are _____ because.…” As students share their responses, press for details by asking students how they know that the cross sections of prisms taken parallel to the base are congruent, while the cross sections of pyramids taken parallel to the base are similar. Ask students to distinguish the meanings of geometric congruence and similarity.
Design Principle(s): Support sense-making; Optimize output (for justification)
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Prior to the whole-class discussion, invite students to share their work with a partner. Display sentence frames to support student conversation such as: “I noticed _____ so I….”, “How do you know…?”, “That could/couldn’t be true because….”, and “I agree/disagree because….”
Supports accessibility for: Language; Social-emotional skills


correct_option_index: 0