few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Use coordinates to prove simple geometric theorems algebraically.

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

Understand and apply the Pythagorean Theorem.

Reason with shapes and their attributes.

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

Make geometric constructions.

Analyze, compare, create, and compose shapes.

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

Apply trigonometry to general triangles.

Understand similarity in terms of similarity transformations.

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

Understand and apply theorems about circles.

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

Explain volume formulas and use them to solve problems.

Define trigonometric ratios and solve problems involving right triangles.

Experiment with transformations in the plane.

Classify two-dimensional figures into categories based on their properties.

Prove geometric theorems.

Understand congruence in terms of rigid motions.

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

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

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

Find arc lengths and areas of sectors of circles.

Prove theorems involving similarity.

Apply geometric concepts in modeling situations.

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

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.
problem_activity: Narrative
This warm-up prompts students to carefully analyze and compare images. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminologies students know and how they talk about characteristics of shapes and pieces of shapes. To help all students distinguish the composite shapes from the smaller shapes they are made up of, invite students to clarify or show what they mean when they describe attributes of the shapes they see in each image.
Launch
Groups of 2
Display image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2-3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn’t belong?
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
Student Response
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Activity Synthesis
“Let’s find at least one reason why each one doesn’t belong.”


correct_option_index: 3