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: Understand ratio concepts and use ratio reasoning to solve problems.

Analyze proportional relationships and use them to solve real-world and mathematical problems.
problem_activity: Activity
This activity gives students first-hand experience in relating ratios of time and distance to speed. Students time one another as they move 10 meters at a constant speed—first slowly and then quickly—and then reason about the distance traveled in 1 second.
Double number lines play a key role in helping students see how time and distance relate to constant speed, allowing us to compare how quickly two objects are moving in two ways. We can look at how long it takes to move 10 meters (a shorter time needed to move 10 meters means faster movement), or at how far one travels in 1 second (a longer distance in one second means faster movement).
Along the way, students see that the language of “per” and “at this rate,” which was previously used to talk about unit price, is also relevant in the context of constant speed. They begin to use “meters per second” to express measurements of speed.
As students work, notice the different ways they use double number lines or other means to reason about distance traveled in one second.
Teacher Notes for IM 6–8 Accelerated
Adjust the timing of this activity to 20 minutes.
Launch
Before class, set up 4 paths with a 1-meter warm-up zone and a 10-meter measuring zone.
[IMG]
Arrange students into 4 groups, with one for each path. Provide a stopwatch. Explain that they will gather some data on the time it takes to move 10 meters. Select a student to be your partner and demonstrate the activity for the class.
Share that the experiment involves timing how long it takes to move the distance from the start line to the finish line.
Explain that each person in the pair will play two roles: “the mover” and “the timer.” Each mover will go twice—once slowly and once quickly—starting at the warm-up mark each time. The initial 1-meter-long stretch is there so the mover can accelerate to a constant speed before the timing begins.
Demonstrate the timing protocol as shown in the task statement.
Stress the importance of the mover moving at a constant speed while being timed. The warm-up segment is intended to help them reach a steady speed. To encourage students to move slowly, consider asking them to move as if they are balancing something on their head or carrying a full cup of water, trying not to spill it.
Alternatively, set up one path and ask for two student volunteers to demonstrate while the rest of the class watches.
Representation: Internalize Comprehension.
Begin with a physical demonstration of the activity. Highlight connections between prior understandings about using number lines to show how time and distance relate to constant speed.
Supports accessibility for: Conceptual processing; Visual-spatial processing
Student Facing
Your teacher will set up a straight path with a 1-meter warm-up zone and a 10-meter measuring zone. Follow the following instructions to collect the data.
[IMG]
​
The person with the stopwatch (the “timer”) stands at the finish line. The person being timed (the “mover”) stands at the warm-up line.
On the first round, the mover starts moving
at a slow, steady speed
along the path. When the mover reaches the start line, they say, “Start!” and the timer starts the stopwatch.
The mover keeps moving steadily along the path. When they reach the finish line, the timer stops the stopwatch and records the time, rounded to the nearest second, in the table.
On the second round, the mover follows the same instructions, but this time, moving
at a quick, steady speed
. The timer records the time the same way.
Repeat these steps until each person in the group has gone twice: once at a slow, steady speed, and once at a quick, steady speed.
| your slow moving time (seconds) | your fast moving time (seconds) |
|---------------------------------|---------------------------------|
|                                 |                                 |
After you finish collecting the data, use the double number line diagrams to answer the questions. Use the times your partner collected while you were moving.
Moving slowly:
[IMG]
Moving quickly:
[IMG]
Estimate the distance in meters you traveled in 1 second when moving slowly.
Estimate the distance in meters you traveled in 1 second when moving quickly.
Trade diagrams with someone who is not your partner. How is the diagram representing someone moving slowly different from the diagram representing someone moving quickly?
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Anticipated Misconceptions
Students may have difficulty estimating the distance traveled in 1 second. Encourage them to mark the double number line to help. For example, marking 5 meters halfway between 0 and 10 and determining the elapsed time as half the recorded total may cue them to use division.
Activity Synthesis
Select students to share who used different methods to reason about the distance traveled in 1 second. It may be helpful to discuss the appropriate amount of precision for their answers. Dividing the distance by the elapsed time can result in a quotient with many decimal places; however, the nature of this activity leads to reporting an approximate answer.
During the discussion, demonstrate the use of the phrase
meters per second
or emphasize it, if it comes up naturally in students’ explanations.  Discuss how we can use double number lines to distinguish faster movement from slower movement. If it hasn't already surfaced in discussion, help students see we can compare the time it takes to travel the same distance (in this case, 10 meters) as well as the distance traveled in the same amount of time (say, 1 second).
Explain to students that when we represent time and distance on a double number line, we are saying the object is traveling at a constant speed or a constant rate. This means that the ratios of meters traveled to seconds elapsed (or miles traveled to hours elapsed) are equivalent the entire time the object is traveling. The object does not move faster or slower at any time. The equal intervals on the double number line show this steady rate.
Representing: MLR7 Compare and Connect.
As students share different approaches for reasoning about distance traveled in 1 second, ask students to identify "what is the same and what is different?" about the approaches. Help students connect approaches by asking "Where do you see the measurement of speed '____ meters per second' in each approach?" This helps students connect the concept of rate and a visual representation of that rate.
Design Principle(s): Maximize meta-awareness


correct_option_index: 0