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?


Description: 
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, assess whether the following problem or activity aligns with the provided description.

shot_info: fl_problem_000972_neg_0

6
standard_description: Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.
problem_activity: Narrative
The purpose of this optional activity is for students to practice the verbal count sequence to 10. This activity is optional because it is an opportunity for extra practice that not all students may need. Based on formative assessment data and observation from previous sections and during the first activity, this activity will be helpful for students who are not yet saying the count sequence to 10. English learners in particular will benefit from this additional opportunity to practice the verbal count sequence.
This activity can be used with a small-group or the whole class. Students who do not need this optional activity may benefit from additional time working in centers. Some students may benefit from working on the concepts in this optional activity more than one time. Consider incorporating counting and counting songs throughout the day and during transitions.
Launch
Groups of 2
“I’m going to count to 10.”
Count to 10.
Activity
“Let’s count to 10 all together.”
Count to 10 all together.
“Let’s count to 10 and clap our hands when we say each number.”
Count to 10 and clap all together.
“Let’s count to 10 and touch the table when we say each number.”
Count to 10 and touch the table all together.
“Let’s count to 10 and put up 1 finger when we say each number.”
Count to 10 and put up each finger all together.
Student Response
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Advancing Student Thinking
If students “sing” the count sequence without separating each number word, prompt them to count slowly and match a gesture or movement with each number.
Activity Synthesis
“Take turns counting to 10 with your partner. You can clap your hands or touch the table when you say each number. You can also think of your own movement for each number.”
1 minute: partner discussion


aligns: no