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: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
problem_activity: Narrative
The purpose of this warm-up is for students to interpret and connect base-ten diagrams and equations and describe how they work. This will be useful when students choose their own representations and methods for subtraction during center activities. Although students may notice and wonder many things about these representations, connections to how the representations show subtracting tens from tens and ones from ones are the important discussion points. As they compare the representations, students develop their skill with place value and operation language  (MP6).
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
[IMG]
\(66 - 28 \)
\(66 = 50 + 16 \)
\(16 - 8 = 8 \)
\(50 - 20 = 30\)
\(30 + 8 = 38\)
\(66 - 28 = 38\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“Both of these representations show ways to find the value of
\(66 - 28\)
. How are they the same? How are they different?” (Both show taking tens from tens and ones from ones. Both show decomposing a ten. One uses base-ten diagrams and one uses only numbers and equations.)


aligns: yes