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

shot_info: fl_problem_000972_pos_0

6
standard_description: Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.
problem_activity: Suppose
$${{\overline{AB}}}$$
is a line segment and
D
is a point not on
$${{\overline{AB}}}$$
as pictured below.
[IMG]
Let
C
be the point so that
$${CD=AB}$$
,
$${\overleftrightarrow {CD} \parallel \overleftrightarrow {AB}}$$
and
ABCD
is a quadrilateral.
Draw
$${\overline {CD}}$$
using constructions.
Explain how you know that
$${\overleftrightarrow {CA} \parallel \overleftrightarrow {DB}}$$
.


aligns: yes