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 problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_000972_neg_0

6
standard_description: Understand the relationship between numbers and quantities; connect counting to cardinality.
problem_activity: Narrative
The purpose of this How Many Do You See is for students to begin recognizing quantities represented on fingers without having to count. In this warm-up, students see numbers greater than 5, requiring 2 hands to represent. Students show the number with their fingers before answering, “How many do you see?" At this point, some students may still need to count, however with repeated exposure to quantities represented with fingers, they will begin to recognize numbers 1–10. As students make use of the structure of 5 fingers on each hand (MP7), they look for and express regularity in repeated reasoning through subitizing (MP8).
Launch
Groups of 2.
“How many do you see? How do you see them?”
Display 5 fingers.
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Activity
“Discuss your thinking with your partner.”
30 seconds: partner discussion
Share responses.
“Use your fingers to show how many there are.”
Repeat with 6 fingers and 7 fingers.
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Student Response
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Activity Synthesis
“Work with your partner. One person show 6 with your fingers. One person show 7 with your fingers.”
“Who is holding up fewer fingers? How do you know?” (The person with 6 fingers up is holding up fewer fingers. There is only 1 finger up on the extra hand.)
“6 is less than 7.”


aligns: yes