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.

Write and interpret numerical expressions.

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

Rewrite rational expressions.

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

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Understand the relationship between zeros and factors of polynomials.

Solve systems of equations.

Generate and analyze patterns.

Analyze patterns and relationships.

Solve equations and inequalities in one variable.

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving multiplication and division.

Work with radicals and integer exponents.

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

Represent and solve equations and inequalities graphically.

Add and subtract within 20.

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

Reason about and solve one-variable equations and inequalities.

Interpret the structure of expressions.

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

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

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

Perform arithmetic operations on polynomials.

Represent and solve problems involving addition and subtraction.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Multiply and divide within 100.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Use polynomial identities to solve problems.

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

Create equations that describe numbers or relationships

Use the four operations with whole numbers to solve problems.
problem_activity: Narrative
The purpose of this warm-up is to elicit the mathematical questions that students produce about shapes composed of pattern blocks, which will be useful when students create and ask questions about shapes in a later activity. While students may notice and wonder many things about the shape, the questions that students can answer about the image are the important discussion points. As students discuss and justify their questions and answers, they share a mathematical claim and the thinking behind it (MP3).
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
Mai used pattern blocks to make this shape.
What do you notice?
What do you wonder?
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Reread each of the questions that students shared.
As you read each question, ask: “Can we figure out the answer to this question? How?” (We can figure out how many blue rhombuses she used by counting. We would have to ask Mai why she didn’t use any square pattern blocks.)


correct_option_index: 4