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: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
problem_activity: Ellen and Mundi each want to write a pattern that is 10 numbers long.
Ellen writes 0 as her first number and adds 2 each time to get her next number.
Mundi writes 0 as his first number and adds 6 each time to get his next number.
Ellen’s pattern:
0
,
2
,
,
,
,
,
,
,
,
Mundi’s pattern:
0  ,
6
,
,
,
,
,
,
,
,
a.   Complete Ellen and Mundi’s patterns.
b.   How many times greater is Mundi’s fourth number than Ellen’s fourth number?  What about the seventh numbers? The tenth numbers?
c.   What pattern do you notice in Part (b)?  Why do you think that pattern exists?


aligns: no