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: Represent and analyze quantitative relationships between dependent and independent variables.

Analyze patterns and relationships.

Interpret the structure of expressions.

Multiply and divide within 100.

Gain familiarity with factors and multiples.

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

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

Solve systems of equations.

Write expressions in equivalent forms to solve problems.

Work with radicals and integer exponents.

Represent and solve problems involving multiplication and division.

Write and interpret numerical expressions.

Represent and solve problems involving addition and subtraction.

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

Use the four operations with whole numbers to solve problems.

Generate and analyze patterns.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

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

Represent and solve equations and inequalities graphically.

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

Understand the relationship between zeros and factors of polynomials.

Use polynomial identities to solve problems.

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

Rewrite rational expressions.

Work with addition and subtraction equations.

Reason about and solve one-variable equations and inequalities.

Solve equations and inequalities in one variable.

Perform arithmetic operations on polynomials.

Use properties of operations to generate equivalent expressions.

Add and subtract within 20.

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

Create equations that describe numbers or relationships
problem_activity: Task
Decide which of the following equations best represents each situation.
| $$x + 2= 10$$ | $$x=10+2$$ | $$2\cdot10=x$$ |
|---------------|------------|----------------|
|  $$x+10=2$$   | $$10x=2$$  |   $$2x=10$$    |
After Lou poured 2 liters of water into a large jug, the jug contained 10 liters of water. How many liters were in the jug to start?
Clara ran 10 miles, which was twice as far as Nina ran. How far did Nina run?


correct_option_index: 27