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: Understand and apply theorems about circles.

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

Understand and apply the Pythagorean Theorem.

Define trigonometric ratios and solve problems involving right triangles.

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

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

Understand similarity in terms of similarity transformations.

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

Experiment with transformations in the plane.

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

Use coordinates to prove simple geometric theorems algebraically.

Analyze, compare, create, and compose shapes.

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

Reason with shapes and their attributes.

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

Apply geometric concepts in modeling situations.

Make geometric constructions.

Prove theorems involving similarity.

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

Explain volume formulas and use them to solve problems.

Prove geometric theorems.

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

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

Understand congruence in terms of rigid motions.

Find arc lengths and areas of sectors of circles.

Apply trigonometry to general triangles.

Classify two-dimensional figures into categories based on their properties.
problem_activity: Problem 1
Describe the relationship between the circumference of a circle and its diameter.
Problem 2
The top of a can of tuna is in the shape of a circle. If the distance around the top is approximately 251.2 mm, what is the diameter of the top of the can of tuna? What is the radius of the top of the can of tuna?


correct_option_index: 4