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: Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding more than 2 two-digit numbers by making 100. The unit of cents also encourages students to consider how the value could be expressed using dollars, cents, or a combination of the two units. These understandings help students develop fluency.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategies.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(80¢ + 20¢ + 37¢\)
\(80¢ + 20¢+ 37¢+ 42¢\)
\(75¢ + 37¢ + 25¢\)
\(75¢ + 80¢ + 25¢ + 20¢\)
Student Response
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Activity Synthesis
Revisit a student strategy that shows looking for a way to make 100 first and expresses the total in cents.
Consider asking:
“Who can restate _____'s reasoning in a different way?”
“Who can restate _____'s reasoning using dollars and cents?”


aligns: no