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?


Topic options: 
A. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
B. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
C. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
D. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
J. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
K. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.


Your response:
Thought: This set of problems asks students to reason with equations, specifically linear equations, such as the one shown in the table in Problem 1.
Answer: F

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_001392

8
options: Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
problem_activity: Activity
The mathematical purpose of this activity is to give students a chance to practice finding data displays that represent the distribution of the same data set and using precise vocabulary for describing the shape of the distributions while taking turns matching cards. Students trade roles explaining their thinking and listening, providing opportunities to explain their reasoning and critique the reasoning of others (MP3).
Launch
Arrange students in groups of 2. Display the images of the dot plot and histogram. Ask students what they notice and wonder.
[IMG]
[IMG]
If it does not come up, help students notice that these two data displays show the same data in different formats. They can also be described as skewed right.
Give each group a set of cut-up cards. Explain that a match is two different displays that represent the distribution of the same set of data. Ask students to take turns: the first partner identifies a match, explains why they think it is a match, then describes the distribution while the other student listens and works to understand. Then they switch roles.
Student Facing
Take turns with your partner matching 2 different data displays that represent the distribution of the same set of data.
For each set that you find, explain to your partner how you know it’s a match.
For each set that your partner finds, listen carefully to their explanation. If you disagree, discuss your thinking and work to reach an agreement.
When finished with all ten matches, describe the shape of each distribution.
Student Response
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Anticipated Misconceptions
For students having trouble with the uniform distribution histograms, remind them that the lower bound for each interval is included and the upper bound is not. Ask them why this might change the last bar in each of these histograms. Some students may not know where to start to match data displays. You can tell them to look at the lowest and highest values as a starting point to finding similarities between two representations.
Activity Synthesis
Once all groups have completed the matching, discuss the following:
“Which matches were tricky? Explain why.” (The uniform distributions may be difficult.)
“What vocabulary was useful to describe the shape of the distribution?” (symmetric, skewed, uniform, bimodal, bell-shaped)
“Were there any matches that could be described by more than one of these vocabulary terms?” (Yes, symmetric or skewed can also be used with some of the other terms for some of the distributions.)
If necessary, ask students to revoice less formal descriptions of the shape of the distribution using formal language including:
Symmetric distribution
Skewed distribution
Uniform distribution
Bimodal distribution
Bell-shaped distribution
Speaking, Listening: MLR 7 Compare and Connect.
Ask students to prepare a visual display of their sorted cards. As students investigate each others’ work, ask students to share what worked well in a particular approach. Listen for and amplify any comments about the use of the words symmetric, skewed, bimodal, bell-shaped, and uniform to compare the two different displays. Then encourage students to make connections between the various ways to describe the different distributions. Revoice language students use to explain that the two different displays are equivalent. This will foster students’ meta-awareness and support constructive conversations as they compare and connect data displays that represent the same distribution.
Design Principle(s): Cultivate conversation; Maximize meta-awareness
Action and Expression: Internalize Executive Functions.
Provide students with a graphic organizer with the phrase “shapes of distributions” at the center, connecting to it all the related concepts mentioned during the discussion.
Supports accessibility for: Language; Organization


correct_option_index: 1