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

Add and subtract within 20.

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

Use polynomial identities to solve problems.

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

Interpret the structure of expressions.

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

Rewrite rational expressions.

Use the four operations with whole numbers to solve problems.

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

Gain familiarity with factors and multiples.

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

Solve equations and inequalities in one variable.

Write and interpret numerical expressions.

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

Generate and analyze patterns.

Represent and solve problems involving addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Solve systems of equations.

Reason about and solve one-variable equations and inequalities.

Use properties of operations to generate equivalent expressions.

Analyze patterns and relationships.

Work with addition and subtraction equations.

Represent and solve problems involving multiplication and division.

Work with radicals and integer exponents.

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

Perform arithmetic operations on polynomials.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve equations and inequalities graphically.

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

Create equations that describe numbers or relationships

Write expressions in equivalent forms to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Multiply and divide within 100.
problem_activity: Problem 1
a.   Your teacher will read you a series of situations. Explain what new information you get with each one.
Version 1: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out the binders to some students.
Version 2: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out the same number of binders to each student.
Version 3: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out 3 binders to each student.
Version 4: Mrs. Powell buys a few boxes with the same number of binders in each box. She plans to give out 3 binders to each student.
Version 5: Mrs. Powell buys a few boxes with 6 binders in each box. She plans to give out 3 binders to each student.
Version 6: Mrs. Powell buys 4 boxes with 6 binders in each box. She plans to give out 3 binders to each student.
b.   What question do you think this problem is going to ask you to solve? Write the question, then find its answer.
Problem 2
Ten children equally share 40 almonds. How many almonds will 3 of those children get?


correct_option_index: 2