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: Write expressions in equivalent forms to solve problems.

Solve equations and inequalities in one variable.

Represent and solve problems involving addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Generate and analyze patterns.

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

Create equations that describe numbers or relationships

Represent and analyze quantitative relationships between dependent and independent variables.

Solve systems of equations.

Add and subtract within 20.

Analyze patterns and relationships.

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

Perform arithmetic operations on polynomials.

Use properties of operations to generate equivalent expressions.

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

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

Represent and solve problems involving multiplication and division.

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

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

Represent and solve equations and inequalities graphically.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Write and interpret numerical expressions.

Use the four operations with whole numbers to solve problems.

Gain familiarity with factors and multiples.

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

Reason about and solve one-variable equations and inequalities.

Interpret the structure of expressions.

Rewrite rational expressions.

Work with radicals and integer exponents.

Multiply and divide within 100.

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

Work with addition and subtraction equations.

Use polynomial identities to solve problems.

Understand solving equations as a process of reasoning and explain the reasoning.
problem_activity: Task
Jonathan wants to save up enough money so that he can buy a new sports equipment set that includes a football, baseball, soccer ball, and basketball. This complete boxed set costs \$50. Jonathan has \$15 he saved from his birthday. In order to make more money, he plans to wash neighbors’ windows. He plans to charge \$3 for each window he washes, and any extra money he makes beyond \$50 he can use to buy the additional accessories that go with the sports box set.
Write and solve an inequality that represents the number of windows Jonathan can wash in order to save at least the minimum amount he needs to buy the boxed set. Graph the solutions on the number line. What is a realistic number of windows for Jonathan to wash? How would that be reflected in the graph?


correct_option_index: 15