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: Define trigonometric ratios and solve problems involving right triangles.

Explain volume formulas and use them to solve problems.

Understand congruence in terms of rigid motions.

Understand similarity in terms of similarity transformations.

Use coordinates to prove simple geometric theorems algebraically.

Apply geometric concepts in modeling situations.

Experiment with transformations in the plane.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Reason with shapes and their attributes.

Find arc lengths and areas of sectors of circles.

Visualize relationships between two-dimensional and three-dimensional objects.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Prove geometric theorems.

Apply trigonometry to general triangles.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Translate between the geometric description and the equation for a conic section.

Analyze, compare, create, and compose shapes.

Understand and apply the Pythagorean Theorem.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Make geometric constructions.

Prove theorems involving similarity.

Understand and apply theorems about circles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Solve real-world and mathematical problems involving area, surface area, and volume.

Classify two-dimensional figures into categories based on their properties.
problem_activity: Triangle
$${{{CDE}}}$$
underwent a transformation that created triangle
$${{{C'D'E'}}}$$
.
[IMG]
a.   Describe how triangle
$${{{CDE}}}$$
was transformed to become triangle
$${{{C'D'E'}}}$$
.
b.   What features stayed the same?
c.   What features changed?
d.   Is triangle
$${{{CDE}}}$$
congruent to triangle
$${{{C'D'E'}}}$$
? Explain how you know.


correct_option_index: 19