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?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Your response:
Thought: This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Represent and solve problems involving addition and subtraction.

Write expressions in equivalent forms to solve problems.

Work with addition and subtraction equations.

Perform arithmetic operations on polynomials.

Represent and solve problems involving multiplication and division.

Add and subtract within 20.

Use properties of operations to generate equivalent expressions.

Use the four operations with whole numbers to solve problems.

Understand the relationship between zeros and factors of polynomials.

Work with equal groups of objects to gain foundations for multiplication.

Gain familiarity with factors and multiples.

Understand the connections between proportional relationships, lines, and linear equations.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Multiply and divide within 100.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Rewrite rational expressions.

Use polynomial identities to solve problems.

Solve equations and inequalities in one variable.

Reason about and solve one-variable equations and inequalities.

Understand properties of multiplication and the relationship between multiplication and division.

Work with radicals and integer exponents.

Solve systems of equations.

Understand solving equations as a process of reasoning and explain the reasoning.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Generate and analyze patterns.

Understand and apply properties of operations and the relationship between addition and subtraction.

Analyze patterns and relationships.

Represent and solve equations and inequalities graphically.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Represent and analyze quantitative relationships between dependent and independent variables.

Create equations that describe numbers or relationships

Apply and extend previous understandings of arithmetic to algebraic expressions.

Interpret the structure of expressions.

Write and interpret numerical expressions.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that offer practice working with two-digit numbers. Students choose from any stage of previously introduced centers.
Target Numbers
Five in a Row
Get Your Numbers in Order
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from:
Target Numbers, Stages 1–3
Five in a Row, Stages 1–6
Get Your Numbers in Order, Stage 1
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
Student Facing
Choose a center.
Target Numbers
[IMG]
Five in a Row
[IMG]
Get Your Numbers in Order
[IMG]
Activity Synthesis
Display numbers 2, 1, and 6.
“Mai is playing Target Numbers. Her last sum was 78. These are the numbers she rolled on her last round. Which number should she choose as her tens and which should she choose as her ones in order to get as close to 95 as possible? Why?”


correct_option_index: 5