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:
B

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

6
options: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Recognize and represent proportional relationships between quantities.

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
problem_activity: Warm-up
In this warm-up, students are asked to reason which group of blocks is the bluest and explain how they arrived at that decision. The goal is to prompt students to visualize and articulate different ways they can use ratios, equivalent ratios and proportions to support their reasoning.
Launch
Students in groups of 2. Tell students you will show them five groups of blocks. Their job is to determine which group of blocks is the bluest. Display the image for all to see. Give students 2 minutes of quiet think time. Encourage students who have one way of supporting their decision to think about another way while they wait.
Student Facing
Which group of blocks is the bluest?
[IMG]
Order the groups of blocks from least blue to bluest.
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
Ask students to share which group of blocks is the bluest and their reasoning. Record and display student explanations for all to see. To involve more students in the conversation, consider asking some of the following questions:
Did anyone choose the same group of blocks but would explain it differently?
Does anyone want to add an observation to the way ____ saw the blocks?
Do you agree or disagree? Why? Ask students to order the groups of blocks from less blue to bluest after deciding on the bluest group of blocks.


correct_option_index: 1