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:
{
  "explanation": "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: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Interpret multiplication as scaling (resizing), by:
- Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
- Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
problem_activity: Narrative
The purpose of this activity is for students to relate multiplying a non-unit fraction by a whole number to multiplying a unit fraction by the same whole number. After finding the value of
\(\frac{1}{5} \times 3\)
in a way that makes sense to them, they then consider the value of the products
\(\frac{2}{5} \times 3\)
and
\(\frac{3}{5} \times 3\)
. In the synthesis students address how they can use the value of
\(\frac{1}{5} \times 3\)
to find the value other expressions.
Launch
Groups of 2
Activity
8 minutes: independent work time
Monitor for students who:
draw a diagram
use division to solve
recognize a relationship between
\(\frac{1}{5}\times3\)
,
\(\frac{2}{5}\times3\)
, and
\(\frac{3}{5}\times3\)
.
Student Facing
Find the value of each expression. Explain or show your reasoning. Draw a diagram if it is helpful.
\(\frac{1}{5} \times 3\)
\(\frac{2}{5} \times 3\)
\(\frac{3}{5} \times 3\)
Student Response
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Activity Synthesis
Ask previously selected students to share their solutions.
Display:
\(\frac{1}{5} \times 3\)
,
\(\frac{2}{5} \times 3\)
,
\(\frac{3}{5} \times 3\)
“How are the expressions the same?” (They all have a 3. They all have some fifths and there is a product.)
“How are the expressions different?” (The number of fifths is different. There is 1 and then 2 and then 3.)
“How can you use the value of
\(\frac{1}{5} \times 3\)
to help find the value of
\(\frac{2}{5} \times 3\)
?” (I can just double the result because it’s
\(\frac{2}{5}\)
instead of
\(\frac{1}{5}\)
.)
“What about
\(\frac{3}{5} \times 3\)
?” (That’s just another
\(\frac{1}{5} \times 3\)
.)
Display diagram from student solution or a student generated diagram like it.
“How does the diagram show
\(\frac{1}{5} \times 3\)
?” (There is 3 total and
\(\frac{1}{5}\)
of it is shaded.)
Display:
\(\frac{2}{5} \times 3\)
.
“How could you adapt the diagram to show
\(\frac{2}{5} \times 3\)
?” (I could fill in 2 of the fifths in each whole instead of 1.)
“In the next activity we will study a diagram for
\(\frac{2}{5} \times 3\)
more.”


correct_option_index: 0