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: 
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.

Answer: 
Yes. 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.

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_pos_0

6
standard_description: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Problem 1
Below is the graph and equation of the function
$$f$$
.
$$f(x)=(x-2)(x-5)\over(x-2)(x+1)$$
[IMG]
And below is the graph and equation of the function
$$g$$
.
$$g(x)={(x-5)\over(x+1)}$$
[IMG]
How are the functions
$$f$$
and
$$g$$
similar Different?
Problem 2
How are the functions
$${g(x)}$$
and
$${h(x)}$$
different? Similar?
$${g(x)}={x^2\over{x-2}}$$
$${h(x)}={x^2-4\over{(x-2)(x+3)}}$$


aligns: no