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: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding three one-digit numbers within 20. When students look for ways to decompose addends to make a ten with another addend, and add the remaining addends to find the sum, they look for and make use of the structure of numbers and properties of operations (MP7).
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategies.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(6 + 4 + 8\)
\(6 + 8 + 4\)
\(6 + 8 + 5\)
\(6 + 5 + 9\)
Student Response
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Activity Synthesis
“Who can restate _____'s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone approach the problem in a different way?”


aligns: no