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: Solve systems of equations.

Represent and solve problems involving addition and subtraction.

Generate and analyze patterns.

Reason about and solve one-variable equations and inequalities.

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

Represent and solve equations and inequalities graphically.

Represent and solve problems involving multiplication and division.

Work with addition and subtraction equations.

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

Analyze patterns and relationships.

Use polynomial identities to solve problems.

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

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

Multiply and divide within 100.

Represent and analyze quantitative relationships between dependent and independent variables.

Write expressions in equivalent forms to solve problems.

Work with radicals and integer exponents.

Gain familiarity with factors and multiples.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Create equations that describe numbers or relationships

Rewrite rational expressions.

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

Perform arithmetic operations on polynomials.

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

Use properties of operations to generate equivalent expressions.

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

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

Solve equations and inequalities in one variable.

Write and interpret numerical expressions.

Understand the relationship between zeros and factors of polynomials.

Add and subtract within 20.

Interpret the structure of expressions.

Use the four operations with whole numbers to solve problems.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that offer practice adding and subtracting within 10. Students choose from any stage of previously introduced centers.
Capture Squares
Math Stories
What’s Behind My Back
Engagement: Provide Access by Recruiting Interest.
Use visible timers or audible alerts to help learners anticipate and prepare to transition between activities.
Supports accessibility for: Attention, Organization
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from previous centers:
Capture Squares, Stages 1 and 2
Math Stories, Stage 4
What's Behind My Back, Stage 2
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
“Choose what you would like to do next.”
10 minutes: center work time
Student Facing
Choose a center.
Capture Squares
[IMG]
Math Stories
[IMG]
What's Behind My Back
[IMG]
Activity Synthesis
“Tell your partner your favorite thing about center time and why it is your favorite.”


correct_option_index: 1

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