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: Rewrite rational expressions.

Gain familiarity with factors and multiples.

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

Interpret the structure of expressions.

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

Work with addition and subtraction equations.

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

Create equations that describe numbers or relationships

Represent and solve problems involving multiplication and division.

Write and interpret numerical expressions.

Work with radicals and integer exponents.

Multiply and divide within 100.

Write expressions in equivalent forms to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve systems of equations.

Represent and solve equations and inequalities graphically.

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

Add and subtract within 20.

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

Understand the relationship between zeros and factors of polynomials.

Generate and analyze patterns.

Solve equations and inequalities in one variable.

Use the four operations with whole numbers to solve problems.

Analyze patterns and relationships.

Use polynomial identities to solve problems.

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

Use properties of operations to generate equivalent expressions.

Perform arithmetic operations on polynomials.

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

Reason about and solve one-variable equations and inequalities.

Represent and solve problems involving addition and subtraction.
problem_activity: Problem 1
All of the four quadrants represent the same function but use a different representation. Explain how you know that each of these quadrants represents the same function.
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Problem 2
Describe a characteristic that each of the quadrants shown below does not share with the rest.
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You should have at least one characteristic for each quadrant.
Problem 3
Allison states that the slope of the following equation is 3.
$${3x + 4y = 8}$$
Allison creates a table of values for the equation and is confused when it does not appear that the slope in the table is 3.
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Explain how Allison found the slope from the table.
Explain the mistake Allison made in finding the slope from the equation.
Graph the equation.


correct_option_index: 3