few_shots: 
Example:
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.

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: 
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, 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_pos_0

6
standard_description: Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
problem_activity: Problem 1
Which strategy would you use to solve each of the following problems? Justify your answer. (You do not need to solve them.)
$${\left\{\begin{matrix}2x-6y=24 \\ x+4y=16 \end{matrix}\right.}$$
$${\left\{\begin{matrix}4x-3y=15 \\ 2x+9y=32 \end{matrix}\right.}$$
Problem 2
Greg wants to buy a new car. He looks at two different models. Car A costs $40,000, and he estimates it will cost $2,000 per year for gas and maintenance. Car B costs $60,000, and he estimates it will cost about $1,000 per year for gas and maintenance. Under what circumstances would it make sense for Greg to buy Car A? Under what circumstances would it make sense for Greg to buy Car B? Justify your answer.


aligns: no