few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

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. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. 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.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Write and interpret numerical expressions.

Add and subtract within 20.

Gain familiarity with factors and multiples.

Multiply and divide within 100.

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

Analyze patterns and relationships.

Use polynomial identities to solve problems.

Write expressions in equivalent forms to solve problems.

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

Solve systems of equations.

Perform arithmetic operations on polynomials.

Represent and solve problems involving multiplication and division.

Understand the relationship between zeros and factors of polynomials.

Work with radicals and integer exponents.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Rewrite rational expressions.

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

Use properties of operations to generate equivalent expressions.

Create equations that describe numbers or relationships

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

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

Work with addition and subtraction equations.

Generate and analyze patterns.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve equations and inequalities in one variable.

Reason about and solve one-variable equations and inequalities.

Represent and solve problems involving addition and subtraction.

Represent and solve equations and inequalities graphically.

Use the four operations with whole numbers to solve problems.

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

Interpret the structure of expressions.

Work with equal groups of objects to gain foundations for multiplication.
problem_activity: Task
Materials
The Very Hungry Caterpillar by Eric Carle
[IMG]
The students work individually or in pairs. Each student or pair needs:
Three ten-frames for each student or pair of students (see PDF for black line master)
30 counters or unifix cubes per pair of students
One small dry-erase board and dry-erase maker per pair of students
Actions
The teacher reads the book to the class and asks, “How many things do you think the caterpillar ate in this story?” The students take a minute to share their estimate with a partner. Next, the teacher reads The Very Hungry Caterpillar again. After each page, the teacher pauses so that the students can add counters or unifix cubes to the ten-frame to represent the number of things the caterpillar ate, and then write an equation on the dry-erase board connecting addition to the number of counters used. After each ten-frame is filled in the students move to the next one. If the students are working in pairs, one student can add the counters/unifix cubes to the ten-frame while the other student writes the equation. By the end of the story, there should be a total of 25 food items eaten and 1 leaf eaten. (The students can decide as a class whether to count the leaf as a food). There will be two ten-frames completed with 5 or 6 counters/unifix cubes on the third ten-frame. If students come up with different, but correct, equations, then discuss the different equations and ask students, "Can all of these be correct?"


correct_option_index: 2

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