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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (include groups with up to ten objects).
problem_activity: Task
Nia and Trey both had a sore throat so their mom told them to gargle with warm salt water.
$\hskip30pt$ Nia mixed 1 teaspoon salt with 3 cups water.
$\hskip30pt$ Trey mixed $\frac12$ teaspoon salt with $1 \frac12$ cups of water.
Nia tasted Trey’s salt water. She said,
“I added more salt so I expected that mine would be more salty, but they taste the same.”
Explain why the salt water mixtures taste the same.
Which of the following equations relates $s$, the number of teaspoons of salt, with $w$, the number of cups of water, for both of these mixtures? Choose all that apply.
$s = \frac13 w$
$s = 3w$
$s = 1\frac12 w$
$w = 3s$
$w = \frac13 s$
$w = \frac12 s$


aligns: no