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: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
problem_activity: Task
Below are pictures of the first three  triangular numbers:
[IMG]
In general, the $n^{\text{th}}$ triangular number is the total number of dots in $n$ columns where the columns have $1, 2, 3, \ldots, n$ dots.
The following picture relates the first three triangular numbers to areas of rectangles:
[IMG]
Use this idea to calculate the seventh triangular number, $1 + 2 + 3 + 4 + 5+ 6+ 7$.
Calculate the hundredth triangular number, $1 + 2 + 3 + \cdots + 98 + 99 + 100$.
Find a formula for calculating the $n^{\text{th}}$ triangular number, $1 + 2 + \cdots + (n-1) + n.$


aligns: yes