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: Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
problem_activity: Task
Students were asked to report how far (in miles) they each live from school. The following distances were recorded.
|    | Student  | Distance |
|----|----------|----------|
| 1  |   Zane   |   0.4    |
| 2  | Jackson  |   0.5    |
| 3  | Benjamin |   1.0    |
| 4  | Bethany  |   1.0    |
| 5  |   Joe    |   2.4    |
| 6  |  Noelle  |   2.7    |
| 7  |  Tianye  |   3.0    |
| 8  | Anthony  |   3.2    |
| 9  |  Amanda  |   4.1    |
| 10 | Michaela |   4.2    |
| 11 | Miranda  |   4.4    |
| 12 |  Joseph  |   5.0    |
| 13 |   John   |   7.5    |
1.  Summary statistics for the distances are given below.
| Min | Q1  | Median | Q3  | Max | Mean |
|-----|-----|--------|-----|-----|------|
| 0.4 | 1.0 |  3.0   | 4.3 | 7.5 | 3.03 |
Construct a box plot for the distances and describe the main features of the distribution.
2.  John currently lives furthest from school. Would you consider his distance from school (7.5 miles) to be ”unusual"? Explain.
3.  John’s family is considering moving to a house that is 10 miles from school. How will this move affect the summary statistics? Change John’s distance from 7.5 miles to 10 miles and complete the table based on this new data.
| Min | Q1 | Median | Q3 | Max | Mean |
|-----|----|--------|----|-----|------|
|     |    |        |    |     |      |
Has the mean increased, decreased or remained unchanged? Has the median increased, decreased or remained unchanged? Explain how John’s move has affected these measures of center.
4.  Construct a boxplot of the distances after John's move. Would you consider John's new distance from school (10 miles) to be "unusual" now? Explain.
5.  A data point can be considered an “outlier” if it is more than 1.5 times the IQR above Q3 or more than 1.5 times the IQR below Q1. Using this description of an outlier, was John’s distance from school considered an outlier before the move? How about after the move? Support your answer with appropriate work.
6.  Zane lives closest to school. Using the description of an outlier given in question 5, is his distance considered an outlier?


aligns: no