few_shots: Example:
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?


Standard options: 
A. Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
B. 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.
C. Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)


Your response:
Thought: 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.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_000972

6
options: Determine the unknown whole number in an addition or subtraction equation relating to three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = �� – 3, 6 + 6 = ��.

Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have about the relationship between addition and subtraction. Each addition and subtraction equation represents the same part-whole relationship. These understandings help students develop fluency and will be helpful later in this lesson when students solve missing addend problems.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the missing value mentally.
\(4 + \boxed{\phantom{1}} = 5\)
\(5 - \boxed{\phantom{1}} = 4\)
\(6 + \boxed{\phantom{2}} = 8\)
\(8 - \boxed{\phantom{2}} = 6\)
Student Response
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Activity Synthesis
“How can finding the missing value in the first equation help you with the second equation?" (I know that 1 more than 4 is 5, so I also know that 1 less than 5 is 4.)


correct_option_index: 0