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:
{
  "explanation": "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: Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

For exponential models, express as a logarithm the solution to ab^(ct) = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

Distinguish between situations that can be modeled with linear functions and with exponential functions.
problem_activity: Task
Complete the table. In the third column, show your work as demonstrated. What do you notice about the 3rd column?
{"table": [{"tbody": [{"tr": [{"th": [{"_value": "$x$"}, {"_value": "$y=2x+5$"}, {"_value": "$\\Delta y$"}]}, {"td": [{"_value": "1"}, {"_value": "7"}, {"_value": "----"}]}, {"td": [{"_value": "2"}, {"_value": "9"}, {"_value": "9 - 7 = 2"}]}, {"td": [{"_value": "3"}, {}, {}]}, {"td": [{"_value": "4"}, {}, {}]}, {"td": [{"_value": "5"}, {}, {}]}]}]}]}
Complete the table, showing your work as above. What do you notice about the 3rd column? What is the graphical interpretation of this?
{"table": [{"tbody": [{"tr": [{"th": [{"_value": "$x$"}, {"_value": "$y=ax+b$"}, {"_value": "$\\Delta y$"}]}, {"td": [{"_value": "1"}, {"_value": "$a\\cdot\u00a01 +b$"}, {"_value": "---"}]}, {"td": [{"_value": "2"}, {"_value": "$a \\cdot\u00a02 +b$"}, {"_value": "$a\\cdot\u00a02+b - (a\\cdot\u00a01 + b) = a$"}]}, {"td": [{"_value": "3"}, {}, {}]}, {"td": [{"_value": "4"}, {}, {}]}, {"td": [{"_value": "5"}, {}, {}]}]}]}]}
Let $y=ax+b$. Let $x_0$ be any particular $x$-value. Show that if $x_0$ is increased by 1, the corresponding $\Delta y$ is a constant that does not depend on $x_0$. What is this constant?
Does (a) serve as an example of the result in (c) ? Explain.


correct_option_index: 3