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: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
problem_activity: Narrative
The purpose of this Choral Count is for students to practice counting on by 5 and to notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson and future lessons when students show their thinking when finding total values of sets of coins.
Launch
“Count by 5, starting at 15.”
Record in a single row as students count.
Stop counting and recording at 85.
“Count by 5, starting at 40.”
Record in a single row directly below the first count as students count. Put 40 directly below 20, so that the fives and zeros in the ones place of each number are aligned.
Stop counting and recording at 100.
Activity
“What patterns do you see?”
1
–
2 minutes: quiet think time
Record responses.
Student Response
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Activity Synthesis
“Who can restate the pattern in different words?”
“Does anyone want to add an observation as to why that pattern is happening here?”


aligns: no