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: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 2 of the Less, Same, More center. Students compare groups of images in different arrangements. The activity synthesis highlights that numbers that are fewer than 5 come before 5 in the count sequence and numbers that are more than 5 come after 5 in the count sequence. This idea will be revisited in future sections and units. Students need repeated experiences comparing groups of objects, images, and numbers to be able to notice, articulate, and use the connection between the counting sequence and comparing the size of numbers (MP7, MP8).
The recording sheet is printed in the student book for this activity. There is a blackline master available for students to use during centers in future activities and lessons.
MLR8 Discussion Supports.
Remind students to use comparison language such as “fewer than,” “the same number as,” or “more than.”
Advances: Listening, Speaking
Required Materials
Materials to Copy
Less, Same, More Mat
Image Cards Grade K
Required Preparation
Create a T-chart labeled "Fewer than 5" and "More than 5".
Launch
Groups of 2
Give each group of students a set of cards.
“We are going to learn a new way to play the Less, Same, More center.”
Display the student page.
“How many dots are in the box?” (5)
30 seconds: quiet think time
Share responses.
Display an image card.
“How many dots are there?”
30 seconds: quiet think time.
Share responses.
“Are there fewer, the same, or more than 5? How do you know?”
Point to each part of the mat as you explain: “If it shows fewer than 5, put the card on the left. If it shows the same number, put the card in the middle. If it shows more, put the card on the right.”
“Choose a card, figure out how many things are on the card, and figure out if the image shows fewer, the same, or more than 5 images.”
Activity
7 minutes: partner work time
Student Facing
[IMG]
Student Response
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Activity Synthesis
Display t-chart labeled ‘Fewer than 5’ on the left and ‘More than 5’ on the right.
“Choose a card that shows fewer than 5. How many things are on your card?”
30 seconds: partner work time
Share responses.
Write the numbers on the left side of the t-chart as students share.
Repeat for cards that show more than 5.
Read the numbers on each side of the chart.
“What do you notice? What do you wonder?” (It sounds like you are counting. The numbers you say before 5 are all together on one side and the numbers you say after 5 are on the other side.)


aligns: yes