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: Use properties of operations to generate equivalent expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

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

Solve systems of equations.

Perform arithmetic operations on polynomials.

Represent and solve problems involving multiplication and division.

Write expressions in equivalent forms to solve problems.

Generate and analyze patterns.

Solve equations and inequalities in one variable.

Create equations that describe numbers or relationships

Rewrite rational expressions.

Understand the relationship between zeros and factors of polynomials.

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

Gain familiarity with factors and multiples.

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

Write and interpret numerical expressions.

Add and subtract within 20.

Use polynomial identities to solve problems.

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

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

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

Represent and solve problems involving addition and subtraction.

Analyze patterns and relationships.

Represent and solve equations and inequalities graphically.

Reason about and solve one-variable equations and inequalities.

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

Interpret the structure of expressions.

Work with radicals and integer exponents.

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

Multiply and divide within 100.

Work with addition and subtraction equations.

Use the four operations with whole numbers to solve problems.
problem_activity: Stage 4: Subtract within 20
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cards 0–10
Paper clips
Materials to Copy
Blackline Masters
Capture Squares Stage 4 Gameboard
Capture Squares Stage 4 Spinner

Narrative
Students spin to get a number (16–20) and flip a card (0–10). They subtract the number on the card from the number on the spinner. The spinner includes a wild space where students can choose their own number.


correct_option_index: 18