few_shots: 
Example:
Concept/skill: 
Recognize and represent proportional relationships between quantities.

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?


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, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: fl_problem_000972_neg_0

6
standard_description: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
In this activity students compare two book sale scenarios in which there is a different base price of a book for the fundraiser. Students notice that when you increase the price by a lot, you make more profit per book, but you may also sell fewer books. On the other hand, if you increase the price by less money, you have to sell more books to make the same profit.
MLR6 Three Reads.
Keep books or devices closed. Display only the problem stem, without revealing the questions. “We are going to read this question 3 times.” After the 1st Read: “Tell your partner what this situation is about.” After the 2nd Read: “List the quantities. What can be counted or measured?” Reveal the question(s). After the 3rd Read: “What strategies can we use to solve this problem?”
Advances: Reading, Representing
Launch
Groups of 2
“When a school plans a book sale fundraiser, the school orders books from the publisher, or bookseller, for a certain price. Then the school sells it for a different price at the book fair.”
“Let’s imagine the school buys a book for \$10. Should they sell the book for more or less than \$10 at the book fair? Why?” (More if they want to make money from the sale.)
“This is called the mark-up price. For every book they sell, the bookseller will get \$10 and the school keeps the amount they added. The amount they add is called the profit.”
Activity
1 minute quiet think time
5 minutes: group work time
Monitor for students who consider the profit per book in their justifications.
Student Facing
Two schools buy science books for \$8 from a publisher to sell at their book sale. School A sells the books for \$12. School B sells the books for \$12.90.
Who do you think sells more science books? Why?
How much profit does each school make if they each sell 35 books?
School B sells 10 science books. How many science books does School A have to sell to raise about the same amount of money?
Student Response
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Activity Synthesis
“What is a reasonable mark-up price?”
“What do you need to consider when deciding a mark-up price?”


aligns: yes