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.


Topic options: 
A. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
B. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
C. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
D. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
E. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
H. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
I. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
J. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
K. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.


Your response:
Thought: In this problem, students learn to recognize equivalent fractions. Each lap around the school is 1/4 mile, while each lap around the playground is 1/12 mile. Three laps around the playground is 3/12 mile, which is equivalent to 1/4.
Answer: D

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_000212

4
options: Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
problem_activity: Narrative
This activity prompts students to use number lines to illustrate the decomposition of a fraction into sums of other fractions, reinforcing their work from an earlier lesson. Along the way, students recognize that one way to decompose a fraction greater than 1 is to write it as a sum of a whole number and a fraction less than 1. This insight prepares students to interpret and write mixed numbers in later activities.
Action and Expression: Develop Expression and Communication
. Provide access to colored pencils. Invite students to trace or draw each “jump” with a different color. Then invite students to circle or write out each addend in the corresponding color.
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing, Organization
Launch
Display or draw this number line:
[IMG]
“What number does the point describe?” (8)
“What do you think the ‘jumps’ represent?” (The numbers that are put together to go from 0 to 8)
“What equations can we write to represent the combination of jumps?” (
\(6 + 2 =8\)
or
\(2 + 6 = 8\)
)
“Let’s look at the jumps on some other number lines and see what they may represent.”
Activity
Groups of 2
“Work independently on the activity for a few minutes. Afterwards, share your responses with your partner.”
5–7 minutes: independent work time
2 minutes: partner discussion
Student Facing
On each number line, draw two “jumps” to show how to use sixths to make a sum of
\(\frac{8}{6}\)
. Then, write an equation to represent each combination of jumps.
[IMG]
[IMG]
Noah draws the following diagram and writes:
\(\frac{8}{6} = \frac{6}{6} + \frac{2}{6}\)
and
\(\frac{8}{6} = 1 + \frac{2}{6}\)
. Which equation is correct? Explain your reasoning.
[IMG]
On each number line, draw “jumps” to show how to use thirds to make a sum of
\(\frac{7}{3}\)
. Then, write an equation to represent each combination of jumps.
[IMG]
[IMG]
Write
\(\frac{7}{3}\)
as a sum of a whole number and a fraction.
Student Response
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Advancing Student Thinking
Students may not make a connection between the fractions in the problems and the number lines because the latter show no fractional labels. Consider asking students to label the number line to show fractions or asking, “Where do you think
\(\frac{1}{6}\)
would be labeled on this number line?”
Activity Synthesis
Invite students to share their equations. Record them for all to see.
Focus the discussion on part b: writing
\(\frac{7}{3}\)
as a sum of a whole number and a fraction. Students are likely to write
\(1 + \frac{4}{3}\)
and
\(2 + \frac{1}{3}\)
.
Explain that
\(2 + \frac{1}{3}\)
can be written as
\(2\frac{1}{3}\)
, which we call a
mixed number
. This number is equivalent to
\(\frac{7}{3}\)
.
“Why might it be called a mixed number?” (It is a mix of a whole number and a fraction.)


correct_option_index: 2