few_shots: 
Example 1:
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.

Example 2:
Concept/skill: 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Answer: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

Example 3:
Concept/skill: 
Analyze and solve pairs of simultaneous linear equations.

Problem/activity:
Problem 1
The table below contains single equations in a single variable, single equations in two variables, and pairs of simultaneous equations in two variables. Check the appropriate box to show whether there is no solution, exactly 1 solution, or if there is an infinite number of solutions.
|                                                          | **           No solution          ** | **           Exactly 1 solution          ** | **           Infinite number of solutions          ** |
|----------------------------------------------------------|--------------------------------------|---------------------------------------------|-------------------------------------------------------|
|                       $${9=4x+7}$$                       |                                      |                                             |                                                       |
|                       $${y=3y+5}$$                       |                                      |                                             |                                                       |
|                    $${y={x\over2}}$$                     |                                      |                                             |                                                       |
|                     $${3x+6y-9=0}$$                      |                                      |                                             |                                                       |
|    $${x=y}$$                        $${1.25x=1.25y}$$    |                                      |                                             |                                                       |
| $${9.9=6x+8y}$$                        $${9x=2.5y-8.8}$$ |                                      |                                             |                                                       |
| $${11x-2y=1.5}$$                        $${11x-2y=2.5}$$ |                                      |                                             |                                                       |
Problem 2
Kim has a small container and a large container as shown.
[IMG]
It takes 16 of the small containers to fill the large container. Three small containers leave 1.95 gallons of space in the big container.
What is the size of each of the two containers?


Answer: 
Yes. The last three rows of the table in the first problem involves solving pairs of simultaneous linear equations. The second word problem can also be represented as two simultaneous linear equations.

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

fl_problem_001097_neg_0

7

fl_problem_001392_pos_0

8
standard_description: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
problem_activity: Problem 1
Below are three angles,
$$\angle A$$
,
$$\angle B$$
and
$$\angle C$$
.
[IMG]
Which angle has the greatest measure? How do you know?
Problem 2
Estimate the measure of each angle in Anchor Task 1.
Using a 180° protractor, find the exact measure of each angle in Anchor Task 1.
Problem 3
Use a 180° protractor to find the measure of each angle in degrees.
| 1.            |https://d21royfkw9g4l6.cloudfront.net/Qz0c1pghJblJxPPnWMKvDA_8OLHZR.png|  |https://d21royfkw9g4l6.cloudfront.net/Qz0c1pghJblJxPPnWMKvDA_8OLHZR.png| image:: https://d21royfkw9g4l6.cloudfront.net/Qz0c1pghJblJxPPnWMKvDA_8OLHZR.png | 1.            |https://d21royfkw9g4l6.cloudfront.net/RokQx2LZhsF2CTQWAJkzyW_JH4LC6.png|  |https://d21royfkw9g4l6.cloudfront.net/RokQx2LZhsF2CTQWAJkzyW_JH4LC6.png| image:: https://d21royfkw9g4l6.cloudfront.net/RokQx2LZhsF2CTQWAJkzyW_JH4LC6.png |
|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|
| 1.            |https://d21royfkw9g4l6.cloudfront.net/NLbOmHYZToXkxj9ilDgQH6_DXQEEI.png|  |https://d21royfkw9g4l6.cloudfront.net/NLbOmHYZToXkxj9ilDgQH6_DXQEEI.png| image:: https://d21royfkw9g4l6.cloudfront.net/NLbOmHYZToXkxj9ilDgQH6_DXQEEI.png | 1.            |https://d21royfkw9g4l6.cloudfront.net/hJ5Lr0W5n0ZLLZ0IDJqfdN_5ZB0NT.png|  |https://d21royfkw9g4l6.cloudfront.net/hJ5Lr0W5n0ZLLZ0IDJqfdN_5ZB0NT.png| image:: https://d21royfkw9g4l6.cloudfront.net/hJ5Lr0W5n0ZLLZ0IDJqfdN_5ZB0NT.png |
Use a 180° protractor to measure the labeled angles in each figure.
[IMG]


aligns: no