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: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen.
problem_activity: Task
Milong and her friends are at the beach looking out onto the ocean on a clear day and they wonder how far away the horizon is.
About how far can Milong see out on the ocean?
If
Milong climbs up onto a lifeguard tower, how far is the horizon in Milong's view?
Mount Shishaldin lies on a narrow peninsula in Alaska  and is pictured here:
[IMG]
If Milong were to stand atop Mount Shishaldin and look out over the ocean, how far would the horizon be?
Based on the answers to the questions above,
is the distance of Milong's visual  horizon proportional to her elevation above the surface of the earth?  Explain.


aligns: no