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

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

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.

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

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.

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.

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.

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

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
problem_activity: Activity
In this activity students build off the specific calculations from the previous lesson to generalize the perimeter of a polygon inscribed in a circle of radius 1. The relatively unstructured presentation of this activity is purposeful. Students work with their groups to determine what information they need, how to calculate in the specific cases, and how they can express those repeated procedures in a generalized formula (MP8). Monitor for groups who have generalized any part of the process.
Digital
Launch
Encourage students to refer to the examples from the previous lesson as they work to generalize.
Action and Expression: Internalize Executive Functions.
Chunk this task into manageable parts for students who benefit from support with organizational skills in problem solving. Check in with students after the first 2–3 minutes of work time. Look for students who are struggling to begin and review examples from the previous lesson. Record their thinking on a display and keep the work visible as students continue to work.
Supports accessibility for: Organization; Attention
Student Facing
The applet shows a regular
\(n\)
-sided polygon inscribed in a circle.
Come up with a general formula for the perimeter of the polygon in terms of
\(n\)
.  Explain or show your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Encourage students to refer to the examples from the previous lesson as they work to generalize.
Action and Expression: Internalize Executive Functions.
Chunk this task into manageable parts for students who benefit from support with organizational skills in problem solving. Check in with students after the first 2–3 minutes of work time. Look for students who are struggling to begin and review examples from the previous lesson. Record their thinking on a display and keep the work visible as students continue to work.
Supports accessibility for: Organization; Attention
Student Facing
Here is one part of a regular
\(n\)
-sided polygon inscribed in a circle of radius 1.
Come up with a general formula for the perimeter of the polygon in terms of
\(n\)
.  Explain or show your reasoning.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
If students are struggling invite them to go back to the problems from the previous lesson to generalize the process. (Draw in the altitude. Find the measure of the central angle. Find the length of the opposite leg.) Suggest students generalize each step before trying to write a single formula.
Activity Synthesis
Invite previously selected groups to share one step at a time:
generalize the angle measure
generalize the segment length
extend to the whole perimeter
Invite another student to summarize by explaining where each piece of
\(P=2n \boldcdot \sin \left( \frac{360}{2n} \right)\)
appears in the diagram.
Representing, Conversing: MLR7 Compare and Connect.
Use this routine to prepare students for the whole-class discussion. At the appropriate time, invite students to create a visual display showing their general formula for the perimeter of the polygon in terms of
\(n\)
and their reasoning. Allow students time to quietly circulate and analyze the formulas and reasoning in at least 2 other displays in the room. Give students quiet think time to consider what is the same and what is different. Next, ask students to find a partner to discuss what they noticed. Listen for and amplify observations that highlight what information each group used, any calculations they completed, and how they expressed those procedures in a generalized formula.
Design Principle(s): Optimize output (for generalization); Cultivate conversation


correct_option_index: 3