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: Define appropriate quantities for the purpose of descriptive modeling.
problem_activity: Task
Jessica evaluates $\sqrt{2}$ on her calculator which shows a value of
$$
1.4142136.
$$
She then writes
$$
\sqrt{2} = 1.4142136.
$$
Is Jessica correct?  Explain.
Explain, in terms of the structure of the expression $(1.4142136)^2$, why
it can not be equal to $2$.
Use the reasoning of part (b) to explain why $\sqrt{2}$ can not be equal
to any terminating decimal.


aligns: no