few_shots: Example:
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.)


Your response:
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

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000972

6
options: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Summarize numerical data sets in relation to their context, such as by:
- Reporting the number of observations.
- Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
- Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
- Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
problem_activity: Warm-up
In a previous lesson, students were exposed to the ideas of center and spread. Here, they begin connecting that idea informally to the word “typical” and a value that could be considered typical or characteristic of a data set by thinking about two good options and reasonings. They continue to interpret a dot plot in the context of a situation (MP2).
During the partner discussion, identify two students—one who agrees with Clare and another who agrees with Tyler—to share during the whole-class discussion (MP3).
Launch
Arrange students in groups of 2. Give students 2 minutes of quiet work time and a minute to share their responses with a partner. Follow with a whole-class discussion.
Student Facing
This dot plot shows the weights of backpacks, in kilograms, of 50 sixth-grade students at a school in New Zealand.
[IMG]
The dot plot shows several dots at 0 kilograms. What could a value of 0 mean in this context?
Clare and Tyler studied the dot plot.
Clare said, “I think we can use 3 kilograms to describe a typical backpack weight of the group because it represents 20%—or the largest portion—of the data.”
Tyler disagreed and said, “I think 3 kilograms is too low to describe a typical weight. Half of the dots are for backpacks that are heavier than 3 kilograms, so I would use a larger value.”
Do you agree with either of them? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Ask students to share their response to the first question about data points. Record and display their responses for all to see. Ask the selected students—one who agrees with Clare and another who agrees with Tyler—to share their reasoning. Ask if anyone disagrees with both students, and if so, what value they would consider a better description of the center of the data.
Students should have a reasonable explanation for each argument they favor, but it is not necessary to confirm one way or another at this point. Tell students that we will look more closely at different ways to determine a value that is characteristic of a data set in upcoming activities.


correct_option_index: 0