few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Your response:
Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Add and subtract within 20.

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Create equations that describe numbers or relationships

Use properties of operations to generate equivalent expressions.

Reason about and solve one-variable equations and inequalities.

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

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

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

Solve systems of equations.

Use polynomial identities to solve problems.

Represent and solve problems involving addition and subtraction.

Write and interpret numerical expressions.

Generate and analyze patterns.

Solve equations and inequalities in one variable.

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving multiplication and division.

Rewrite rational expressions.

Analyze patterns and relationships.

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

Work with addition and subtraction equations.

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

Work with radicals and integer exponents.

Interpret the structure of expressions.

Multiply and divide within 100.

Use the four operations with whole numbers to solve problems.

Represent and solve equations and inequalities graphically.

Perform arithmetic operations on polynomials.

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

Understand the relationship between zeros and factors of polynomials.

Gain familiarity with factors and multiples.

Understand properties of multiplication and the relationship between multiplication and division.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for making a ten to add. When students look for ways to decompose an addend to make 10, students look for and make use of the structure of numbers and the properties of operations (MP7). These understandings help students develop fluency and will be helpful later in this lesson when students will need to be able to add within 20.
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 value of each sum mentally.
\(8 + 2\)
\(8 + 3\)
\(8 + 5\)
\(7 + 6\)
Student Response
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Activity Synthesis
“How does making 10 help in finding the value of the sums?” (It helped me because I was able to use facts I already know. I know
\(7 + 3 = 10\)
and I know
\(10 + 3 = 13\)
.)


correct_option_index: 0