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: Solve equations and inequalities in one variable.

Add and subtract within 20.

Represent and analyze quantitative relationships between dependent and independent variables.

Perform arithmetic operations on polynomials.

Gain familiarity with factors and multiples.

Interpret the structure of expressions.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve systems of equations.

Generate and analyze patterns.

Create equations that describe numbers or relationships

Reason about and solve one-variable equations and inequalities.

Use properties of operations to generate equivalent expressions.

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving multiplication and division.

Represent and solve problems involving addition and subtraction.

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

Represent and solve equations and inequalities graphically.

Work with addition and subtraction equations.

Rewrite rational expressions.

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

Multiply and divide within 100.

Analyze patterns and relationships.

Write expressions in equivalent forms to solve problems.

Write and interpret numerical expressions.

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

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.

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

Use polynomial identities to solve problems.

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

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

Work with radicals and integer exponents.

Understand the relationship between zeros and factors of polynomials.
problem_activity: Narrative
The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see. When students use the structure of the array to figure out how many objects are shown, they look for and make use of structure (MP7).
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash the image.
30 seconds: quiet think time
Activity
Display the image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Student Facing
How many do you see? How do you see them?
[IMG]
Student Response
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Activity Synthesis
“How did seeing equal groups help you know how many triangles there were in the array?”
Consider asking:
“Who can restate the way _____ saw the triangles in different words?”
“Did anyone see the triangles the same way but would explain it differently?”


correct_option_index: 14