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 and evaluate random processes underlying statistical experiments.

Develop understanding of statistical variability.

Use random sampling to draw inferences about a population.

Calculate expected values and use them to solve problems.

Investigate chance processes and develop, use, and evaluate probability models.

Summarize and describe distributions.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Interpret linear models.

Draw informal comparative inferences about two populations.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Use probability to evaluate outcomes of decisions.

Understand independence and conditional probability and use them to interpret data.

Summarize, represent, and interpret data on a single count or measurement variable.

Investigate patterns of association in bivariate data.
problem_activity: Task
Each student in a random sample of students at a local high school was categorized according to gender (male or female) and whether they supported a proposal to increase the length of the school day by 30 minutes (oppose, support, no opinion). The following table summarizes the data for this sample.
|        |        | Opinion on Proposal to Increase Length of School Day |         |            |       |
|--------|--------|------------------------------------------------------|---------|------------|-------|
|        |        |                        Oppose                        | Support | No Opinion | Total |
| Gender |  Male  |                          50                          |   40    |     20     |  110  |
|        | Female |                          40                          |   40    |     10     |  90   |
|        | Total  |                          90                          |   80    |     30     |  200  |
What proportion of the students in this sample are male?
What proportion of the students in this sample support the proposal?
What proportion of the males in this sample support the proposal?
What proportion of the students in this sample who support this proposal are male?
Interpret the following joint relative frequency in the context of this problem: 10/200.
Interpret the following marginal relative frequency in the context of this problem: 30/200.
Interpret the following conditional frequency in the context of this problem: 50/110.
Interpret the following conditional frequency in the context of this problem: 20/110.
Interpret the following conditional frequency in the context of this problem: 20/30.


correct_option_index: 10