few_shots: Example:
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.


Your response:
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_001392

8
options: Tell and write time.

Convert like measurement units within a given measurement system.

Classify objects and count the number of objects in each category.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Measure and estimate lengths in standard units.

Geometric measurement: understand concepts of angle and measure angles.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Relate addition and subtraction to length.

Measure lengths indirectly and by iterating length units.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Represent and interpret data.

Describe and compare measurable attributes.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Work with time and money.
problem_activity: Task
Materials
ruler, meter sticks, yard sticks, measuring tape
paper
crayons
Actions
Part 1
Explain that students will be working in pairs to determine the length of each partner’s foot. Ask what tools would be appropriate for determining length.  Chart student thinking about appropriate tools, and today’s goal of  using standard measurement tools such as rulers, yard sticks, meter sticks, or measuring tape.
Ask student pairs to consider the unit(s) that would give the most precise measure of the length of a student’s foot.  If students struggle with this idea, the teacher might model using his/her foot as an example considering yards, meters, feet, inches and centimeters.
Ask student pairs to identify the unit they will work with and predict the length of each partner’s foot and record their estimations.  Estimates should be recorded in units.
Part 2
Have one student from each pair stand on a blank sheet of paper and have his/her partner make a mark at the student’s heel and another at the toe.
Then, together, have the pair measure the distance between the two marks to determine the length of the first student’s foot and record the length.  Students may have to find the closest unit.
Have students then find the difference between the estimation and actual length.
Repeat with the second student, using a different color to make the marks.  The second student should stand at the same endpoint as the first student so that students can visually compare the two representations and compare the number of the distance in units in part three.
Part 3
Working in pairs, have students compare the distances between the lengths of each student’s foot.
Class Discussion
Engaging in a class discussion will support students in thinking about the mathematical ideas embedded within the task.
What tool did you use and why?
How was that tool helpful?
If you were going to measure _____ (a desk, a whiteboard, an eraser), would you use the same tool? Why?
How long was your foot? What was your estimate? What was the difference?
What unit did you use to measure? How did you decide to use ______? Why is the unit important?
How long was your partner’s foot? What was his/her estimate? What was the difference?
What was the difference between the length of your foot and the length of your partner’s foot? How did you find the difference?
What did you notice about finding the difference? Is there more than one way to find the difference? (This might be an opportunity to discuss finding the difference by measuring how much longer one length is than the other or by using an operation such as addition to add up from the smallest length to the larger length or by subtracting the smaller length from the larger length.)


correct_option_index: 4