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

Prove theorems involving similarity.

Apply trigonometry to general triangles.

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

Experiment with transformations in the plane.

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

Reason with shapes and their attributes.

Use coordinates to prove simple geometric theorems algebraically.

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

Explain volume formulas and use them to solve problems.

Define trigonometric ratios and solve problems involving right triangles.

Understand similarity in terms of similarity transformations.

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

Understand and apply theorems about circles.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Understand congruence in terms of rigid motions.

Analyze, compare, create, and compose shapes.

Make geometric constructions.

Understand and apply the Pythagorean Theorem.

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

Apply geometric concepts in modeling situations.

Find arc lengths and areas of sectors of circles.

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

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

Prove geometric theorems.

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

Translate between the geometric description and the equation for a conic section.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the Picture Books center. Students look through picture books and notice and describe shapes they see in the pictures.
Required Materials
Materials to Gather
Picture books
Materials to Copy
Picture Books Stage 3 Recording Sheet
Required Preparation
Each group of 2
–
4 needs at least one picture book that shows a variety of shapes throughout the book.
Launch
Groups of 2
Give each student a recording sheet and each group 2
–
4 picture books.
“We are going to learn a new way to do the Picture Books center.”
“Your group will look through picture books and notice and describe shapes you see in the pictures. On your recording sheet, you will each sketch the shape you see, describe it, and name it.”
Activity
10 minutes: partner work time
Monitor for different shapes students notice.
Activity Synthesis
“What shapes did you find most often?”


correct_option_index: 6