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: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Problem 1
Nolan gives some Fruit-by-the-Foot to his
$$3$$
friends to share equally.
a.   If he has
$$3$$
feet of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
b.   If he has
$$1$$
foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
c.   If he has
$${1\over2}$$
foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
d.   If he has
$${1\over3}$$
foot of Fruit-by-the-Foot, how many feet of Fruit-by-the-Foot will each friend receive?
Problem 2
Priya and Mai used the diagrams below to find the value of
$$\frac13 \div 4$$
.
{"table": [{"_attributes": {"align": "center", "class": ["table"], "style": "width: 80%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align: left;"}, "p": [{"strong": [{"_value": "Priya\u2019s diagram:"}]}]}, {"p": [{"_attributes": {"style": "text-align: left;"}, "strong": [{"_value": "Mai\u2019s diagram:"}]}]}]}, {"td": [{"img": [{"_attributes": {"height": "50", "src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2022/05/05/g5mathu5l19_at2a.png", "width": "234"}}]}, {"img": [{"_attributes": {"height": "50", "src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2022/05/05/g5mathu5l19_at2b.png", "width": "234"}}]}]}]}]}]}
a.   What is the same about the diagrams?
b.   What is different?
c.   Find the value that makes the equation true.
$$\frac13 \div 4 =$$
____
Problem 3
a.    Solve. Then check your work.
$${{1\over5}\div2}$$
$${{1\over6}\div4}$$
$${{1\over9}\div6}$$
b.   What do you notice in Part (a)? What do you wonder?


aligns: no