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: Reason quantitatively and use units to solve problems.

Compute fluently with multi-digit numbers and find common factors and multiples.

Apply and extend previous understandings of numbers to the system of rational numbers.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Perform operations on matrices and use matrices in applications.

Use properties of rational and irrational numbers.

Use complex numbers in polynomial identities and equations.

Extend the properties of exponents to rational exponents.

Represent complex numbers and their operations on the complex plane.

Perform arithmetic operations with complex numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Perform operations on vectors.

Represent and model with vector quantities.
problem_activity: Draw a visual model to represent the solution to the division problem
$${6 \div \frac{2}{3}}$$
.
Then, use your model to explain why this can also be solved with the multiplication problem
$${6 \times \frac{3}{2}}$$
.


correct_option_index: 11