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: Compute fluently with multi-digit numbers and find common factors and multiples.

Represent and model with vector quantities.

Apply and extend previous understandings of numbers to the system of rational numbers.

Perform operations on matrices and use matrices in applications.

Perform arithmetic operations with complex numbers.

Represent complex numbers and their operations on the complex plane.

Reason quantitatively and use units to solve problems.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Perform operations on vectors.

Use complex numbers in polynomial identities and equations.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Use properties of rational and irrational numbers.

Extend the properties of exponents to rational exponents.
problem_activity: Activity
Positive and negative numbers are often used to represent
changes
in a quantity. An increase in the quantity is positive, and a decrease in the quantity is negative. In this activity, students see an example of this convention and are asked to make sense of it in the given context.
Launch
Arrange students in groups of 2. Give students 30 seconds of quiet work time followed by 1 minute of partner discussion for the first two problems. Briefly, ensure everyone agrees on the interpretation of positive and negative numbers in this context, and then invite students to finish the rest of the questions individually. Follow with whole-class discussion.
Representation: Develop Language and Symbols.
Use virtual or concrete manipulatives to connect symbols to concrete objects or values. For example, demonstrate “change” by adding or taking away phones in a whole-class discussion.
Supports accessibility for: Visual-spatial processing; Conceptual processing
Speaking, Representing: MLR8 Discussion Supports.
To support small-group discussion, provide sentence frames such as: “The change between Monday and Tuesday is ___ because....”. Some students may see the change in the column labeled “change” while others may note that on Monday, there were 18 phones, and on Tuesday, there are only 16. This will help students use the table representation to reason about the inventory.
Design Principle(s): Support sense-making
Student Facing
A store tracks the number of cell phones it has in stock and how many phones it sells.
The table shows the inventory for one phone model at the beginning of each day last week. The inventory changes when they sell phones or get shipments of phones into the store.
|           | inventory | change |
|-----------|-----------|--------|
|  Monday   |           |        |
|  Tuesday  |           |        |
| Wednesday |           |        |
| Thursday  |           |        |
|  Friday   |           |        |
What do you think it means when the change is positive? Negative?
What do you think it means when the inventory is positive? Negative?
Based on the information in the table, what do you think the inventory will be at on Saturday morning? Explain your reasoning.
What is the difference between the greatest inventory and the least inventory?
Student Response
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Activity Synthesis
Tell students that we often use positive and negative to represent changes in a quantity. Typically, an increase in the quantity is positive, and a decrease in the quantity is negative.
Ask students what they answered for the second question and record their responses. Highlight one or two that describe the situation clearly.
Ask a few students to share their answer to the third question, and discuss any differences. Then discuss the answer to the last question.


correct_option_index: 11