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: Use complex numbers in polynomial identities and equations.

Reason quantitatively and use units to solve problems.

Extend the properties of exponents to rational exponents.

Compute fluently with multi-digit numbers and find common factors and multiples.

Use properties of rational and irrational numbers.

Perform operations on matrices and use matrices in applications.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Apply and extend previous understandings of numbers to the system of rational numbers.

Perform arithmetic operations with complex numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Represent and model with vector quantities.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Perform operations on vectors.

Represent complex numbers and their operations on the complex plane.
problem_activity: Task
Use long division to find the repeating decimal that represents $\frac{29}{13}$
Take the number obtained by including only the first two digits after the decimal point, and multiply that by $13$.
Take the number obtained by including only the first four digits after the decimal point, and multiply that by $13$.
Take the number obtained by including only the first six digits after the decimal point, and multiply that by $13$.
What do you notice about the product of $13$ and decimal approximations of $\frac{29}{13}$ as more and more digits are included after the decimal point?
How does what you observed in Part (e) help make sense of what it means for $\frac{29}{13}$ to be equal to the repeating decimal expression you found in the Part (a)?


correct_option_index: 11