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: Summarize numerical data sets in relation to their context, such as by:
- Reporting the number of observations.
- Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
- Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
- Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
problem_activity: Problem 1
A company hires five people for the same job for one week. The amount that each person is paid for the week is shown in the table below.
|   **           Person          **    | **           Person A          ** | **           Person B          ** | **           Person C          ** | **           Person D          ** | **           Person E          ** |
|--------------------------------------|-----------------------------------|-----------------------------------|-----------------------------------|-----------------------------------|-----------------------------------|
| **           Amount Paid          ** |               $360                |               $340                |               $300                |               $200                |               $400                |
Person D states that the payments are not fair since each person is doing the same job and brings the same set of skills to the job. Everyone agrees that they should all get paid the same amount.
How much should each person get paid so that everyone gets the same amount? Assume that the company will spend the same amount as it currently is.
Problem 2
After finding the average or fair share payment for each person, Person E decides to not take the job because they would be making less money.
a.   If Person E leaves, then what is the new average payment of persons A–D?
b.   What impact did Person E leaving have on the average payment?
Problem 3
The company asks the five people how many hours each person worked that week to complete the job. The results are shown in the table below.
|    **           Person          **    | **           Person A          ** | **           Person B          ** | **           Person C          ** | **           Person D          ** | **           Person E          ** |
|---------------------------------------|-----------------------------------|-----------------------------------|-----------------------------------|-----------------------------------|-----------------------------------|
| **           Hours worked          ** |                24                 |                28                 |                22                 |                20                 |                36                 |
What is the mean, or average, number of hours worked by a person last week?


aligns: yes