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?


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.


Your response:
{
  "explanation": "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"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Relate addition and subtraction to length.

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

Measure lengths indirectly and by iterating length units.

Work with time and money.

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

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

Convert like measurement units within a given measurement system.

Measure and estimate lengths in standard units.

Describe and compare measurable attributes.

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

Tell and write time.

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

Represent and interpret data.

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.
problem_activity: Narrative
The purpose of this activity is for students to estimate the number of shipping containers on a fully loaded cargo ship. Then they make many assumptions about the arrangement of the containers on the boat to come up with a better estimate.
Launch
Groups of 2
Display image.
“How many containers are on the cargo ship?”
“What is an estimate that’s too high?” “Too low?” “About right?”
1 minute: quiet think time
Record responses.
Activity
“A cargo ship can hold many more than 60 containers. The second image is a picture of a cargo ship that is fully loaded.“
5 minutes: independent work time
“Discuss your estimates and assumptions with your partner.”
2 minutes: partner discussion
Monitor for students who are making different assumptions:
The ship is fully loaded.
Some of the space is taken up with structures.
There are more containers below deck that we can’t see.
All containers are the same size.
the specific side lengths of the shipping containers
Student Facing
How many containers are on the cargo ship?
[IMG]
Record an estimate that is:
{"table": [{"_attributes": {"border": "1"}, "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too low"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "about right"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too high"}]}]}, {"tr": [{"td": [{"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.2cm} \\\\ \\hspace{2.2cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.2cm} \\\\ \\hspace{2.2cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.2cm} \\\\ \\hspace{2.2cm}}\\)"}]}]}]}]}]}
How many containers are on the cargo ship?
[IMG]
Record an estimate that is:
{"table": [{"_attributes": {"border": "1"}, "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too low"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "about right"}, {"_attributes": {"scope": "col", "style": "text-align:center"}, "_value": "too high"}]}]}, {"tr": [{"td": [{"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.2cm} \\\\ \\hspace{2.2cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.2cm} \\\\ \\hspace{2.2cm}}\\)"}]}, {"span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{\\hspace{2.2cm} \\\\ \\hspace{2.2cm}}\\)"}]}]}]}]}]}
What assumptions were you making when you came up with your estimates?
Student Response
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Activity Synthesis
Invite students to share their estimates and any assumptions they made.
“How could you improve your estimate?” (Recreate the ship using a model. Check the height, width, and length of the container arrangement. See how many are on one side of the ship and multiply that to get a closer estimate.)


correct_option_index: 11