few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Topic options: 
A. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
B. 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.
C. 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.
D. 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.
E. 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.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
H. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
I. 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.
J. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
K. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.


Your response:
Thought: In this problem, students learn to understand fractions as numbers by comparing their sizes.
Answer: G

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_000157

3
options: 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.

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.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

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.

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

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

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.

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

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

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.
problem_activity: Narrative
The purpose of this activity is for students to find all the possible pairs of whole-number side lengths given the area of a rectangle. Each group is assigned 2 areas for which they find all the possible rectangles. They draw and cut out the possible rectangles with that area. In the next activity, they will display the rectangles in a gallery walk. To find all possible rectangles with a given area, students may use tiles but they may also start to observe patterns such as if there are an even number of rows then the number of tiles in the rectangle is an even number (MP7).
Areas to assign (in square units):
Group A: 11, 27
Group B: 25, 5
Group C: 16, 8
Group D: 9, 18
Group E: 24, 12
Group F: 14, 28
Group G: 15, 30
Group H: 19, 20
This activity uses
MLR7 Compare and Connect
. Advances: representing, conversing.
Engagement: Provide Access by Recruiting Interest.
Students may benefit from 2–3 minutes of independent work time to make sense of and begin the task before joining a group.
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing
Required Materials
Materials to Gather
Glue or tape
Inch tiles
Scissors
Tools for creating a visual display
Materials to Copy
Centimeter Grid Paper - Standard
Required Preparation
Each of the 8 groups needs tools for creating a visual display.
Launch
8 groups
Give each group access to inch tiles, grid paper, poster paper, scissors, and glue.
Activity
MLR7 Compare and Connect
“You are going to be given 2 numbers. Each number represents the area of a rectangle. With your group, draw all the possible rectangles with that area and create a poster for each area. Inch tiles are available if you find them helpful.”
“Your poster should show the rectangles with each of your assigned areas. Include details such as area and side lengths to help others understand your thinking.”
Assign each group 2 area values.
15 minutes: small-group work time
Student Facing
Your teacher will assign 2 numbers to your group. Each number represents the area of a rectangle.
On grid paper:
Draw all the possible rectangles that have the given area.
Label the area and the side lengths.
Use each pair of side lengths only once.
(For example, if you draw a rectangle with 4 units across and 6 units down, you don’t need to also draw a rectangle with 6 units across and 4 units down because they have the same pair of side lengths.)
When you think you've drawn all the possible rectangles for both areas, cut out your rectangles and put them on a poster for each area you were assigned.
Display your poster for all to see.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
Students may list only some of the factor pairs for a given number. Consider asking: “Are there any other rectangles you can draw?” or “How can you be sure that you have drawn all of the possible rectangles?”
Activity Synthesis
“Before we walk around and look at all the posters, take a minute to reflect on the numbers you worked with. What did you notice and wonder as you worked on this activity?”
1–2 minutes: quiet think time


correct_option_index: 0