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

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

Analyze patterns and relationships.

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

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

Create equations that describe numbers or relationships

Interpret the structure of expressions.

Add and subtract within 20.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Write and interpret numerical expressions.

Use properties of operations to generate equivalent expressions.

Use the four operations with whole numbers to solve problems.

Solve systems of equations.

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

Work with addition and subtraction equations.

Represent and solve problems involving multiplication and division.

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

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

Work with radicals and integer exponents.

Generate and analyze patterns.

Rewrite rational expressions.

Write expressions in equivalent forms to solve problems.

Use polynomial identities to solve problems.

Multiply and divide within 100.

Perform arithmetic operations on polynomials.

Represent and solve problems involving addition and subtraction.

Represent and solve equations and inequalities graphically.

Understand the relationship between zeros and factors of polynomials.

Reason about and solve one-variable equations and inequalities.

Solve equations and inequalities in one variable.

Gain familiarity with factors and multiples.
problem_activity: Stage 2: Make 10
Required Preparation
Materials to Gather
10-frames
Connecting cubes or counters
Number cards 0–10
Materials to Copy
Blackline Masters
Find the Pair Stage 2 Recording Sheet

Narrative
Partner A asks their partner for a number that would make 10 when added to the number on one of their cards. If Partner B has the card, they give it to Partner A. If not, Partner A chooses a new card. When students make the target number 10, they put down those two cards and write an equation to represent the combination. Students continue playing until one player runs out of cards. The player with the most pairs wins.


correct_option_index: 7

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