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: Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial.
problem_activity: Warm-up
Students calculate a scale factor given the areas of the circular base of a cone and the base of its dilation. This connects the concept of surface area dilation to cross sections, and gives practice with non-integer roots.
Monitor for pairs of students who initially consider an answer of 20.25 but come to a consensus that the scale factor is 4.5.
Launch
Arrange students in groups of 2. Provide access to scientific calculators. After quiet work time, ask students to compare their responses to their partner’s and decide if they are both correct, even if they are different. Follow with a whole-class discussion.
Student Facing
The image shows a cone that has a base with area
\(36\pi\)
square centimeters. The cone has been dilated using the top vertex as a center. The area of the dilated cone’s base is
\(729\pi\)
square centimeters.
[IMG]
What was the scale factor of the dilation?
Student Response
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for free access to Student Response.
Anticipated Misconceptions
Some students may struggle to find the square root of 20.25. Remind students that their calculators can find square roots, and prompt them to use an estimate to check the reasonableness of the calculator output.
Activity Synthesis
Select a pair of students to explain their reasoning. If the pair considered 20.25 but moved to an answer of 4.5, ask how they knew 20.25 wasn’t correct.
Discuss with students how they can decide if 4.5 is a reasonable value for the square root of 20.25, considering the fact that 4
2
= 16 and 5
2
= 25. If time allows, ask students to calculate the scale factor for the solid’s volume (4.5
3
= 91.125).


aligns: no