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?


Concept/skill: 
Recognize and represent proportional relationships between quantities.

Answer: 
No. Usually problems that teach recognizing and representing proportional relationships between quantities involve deciding whether two quantities are in a proportional relationship or identifying the constant of proportionality, and then representing proportional relationships by equations or explaining proportional relationship using coordinate graphs.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_000972_neg_0

6
standard_description: Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”
problem_activity: Task
In a carefully controlled biology lab, a population of 100 bacteria reproduces via binary fission. That is, every hour, on the hour, each bacteria splits into two bacteria. Assuming no bacteria deaths, find an expression for the number $P(t)$ of bacteria in the population after $t$ hours.
In the next lab over, a population of protists reproduces hourly according to multiple fission. The function which gives the population of protists after $t$ hours is $$P(t)=50\cdot 3^t.$$ Interpret the significance of the numbers 50 and 3 in the context of the biological experiment.


aligns: no