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

Multiply and divide within 100.

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Analyze patterns and relationships.

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

Interpret the structure of expressions.

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

Understand the relationship between zeros and factors of polynomials.

Use properties of operations to generate equivalent expressions.

Work with radicals and integer exponents.

Represent and solve problems involving addition and subtraction.

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

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

Write and interpret numerical expressions.

Add and subtract within 20.

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

Rewrite rational expressions.

Solve systems of equations.

Perform arithmetic operations on polynomials.

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

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

Represent and solve problems involving multiplication and division.

Use the four operations with whole numbers to solve problems.

Generate and analyze patterns.

Create equations that describe numbers or relationships

Represent and solve equations and inequalities graphically.

Reason about and solve one-variable equations and inequalities.

Use polynomial identities to solve problems.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Write expressions in equivalent forms to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve equations and inequalities in one variable.
problem_activity: Problem 1
Ms. Holcombe buys 850 snacks for Monday and Tuesday. After handing out one snack to each student on Monday, she wants to make sure there will be enough snacks on Tuesday without having to count all of them. Since there are 438 students at Match Community Day, she says, "There are about 400 students at MCD. That means we have about 450 snacks left after handing out Monday’s snack. That’ll be enough for Tuesday!"
a.   Explain why Ms. Holcombe is not correct.
b.   How could Ms. Holcombe have used rounding to estimate more accurately?
c.   What is the exact number of snacks leftover for Tuesday?
Problem 2
Millie has 403 pennies in her piggy bank. Paulina has 185 pennies in her piggy bank. How many more pennies does Millie have than Paulina? Solve. Then assess the reasonableness of your answer.
Problem 3
Ms. Dowling’s class knows there are 149 students in Grades 11 and 12, and 317 students at Match High School in total. Three students are trying to figure out about how many students are in Grades 9 and 10 at Match High School. Here’s how each of them computed:
| **           Student          ** | **           Computation          ** |
|----------------------------------|--------------------------------------|
|               Matt               |              300 - 100               |
|             Beatriz              |              320 - 150               |
|              Alicia              |              317 - 100               |
Whose estimate is closest to the actual solution? How do you know?


correct_option_index: 7