few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response:
Thought: In this problem, students work with money in the form of coins.
Answer: N

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Understand the connections between proportional relationships, lines, and linear equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving multiplication and division.

Write expressions in equivalent forms to solve problems.

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

Add and subtract within 20.

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

Use properties of operations to generate equivalent expressions.

Use polynomial identities to solve problems.

Solve systems of equations.

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

Understand the relationship between zeros and factors of polynomials.

Perform arithmetic operations on polynomials.

Reason about and solve one-variable equations and inequalities.

Use the four operations with whole numbers to solve problems.

Rewrite rational expressions.

Create equations that describe numbers or relationships

Generate and analyze patterns.

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

Work with addition and subtraction equations.

Multiply and divide within 100.

Gain familiarity with factors and multiples.

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

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

Analyze patterns and relationships.

Represent and solve equations and inequalities graphically.

Interpret the structure of expressions.

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

Write and interpret numerical expressions.

Work with radicals and integer exponents.

Solve equations and inequalities in one variable.

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

Represent and solve problems involving addition and subtraction.
problem_activity: Task
Susan has an ear infection. The doctor prescribes a course of antibiotics. Susan is told to take 250 mg doses of the antibiotic regularly every 12 hours for 20 days.
Susan is curious and wants to know how much of the drug will be in her body over the course of the 20 days. She does some research online and finds out that at the end of 12 hours, about 4% of the drug is still in the body.
What quantity of the drug is in the body right after the first dose, the second dose, the third dose, the fourth dose?
When will the total amount of the antibiotic in Susan’s body be the highest? What is that amount?
Answer Susan's original question: Describe how much of the drug will be in her body at various points over the course of the 20 days.


correct_option_index: 4