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: Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.
problem_activity: Warm-up
The purpose of this warm-up is for students to reason about numeric expressions using what they know about operations with negative and positive numbers without actually computing anything.
Launch
Explain to students that we sometimes leave out the small dot that tells us that two numbers are being multiplied. So when a number, or a number and a variable, are next to each other without a symbol between them, that means we are finding their product. For example,
\((\text-5)\boldcdot (\text-10)\)
can be written
\((\text-5) (\text-10)\)
and
\(\text-5 \boldcdot x\)
can be written
\(\text-5x\)
.
Display one problem at a time. Give students 1 minute of quiet think time per problem and ask them to give a signal when they have an answer. Follow with a whole-class discussion.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\((\text-38.76)(\text-15.6)\)
is negative
\(10,000 - 99,999 < 0\)
\(\left( \frac34 \right)\left( \text- \frac43 \right) = 0\)
\((30)(\text- 80) - 50 = 50 - (30)(\text- 80)\)
Student Response
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Activity Synthesis
Ask students to share their reasoning.


aligns: yes