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 relationship between zeros and factors of polynomials.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Represent and solve problems involving multiplication and division.

Use the four operations with whole numbers to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Work with radicals and integer exponents.

Generate and analyze patterns.

Use polynomial identities to solve problems.

Rewrite rational expressions.

Perform arithmetic operations on polynomials.

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

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

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

Work with addition and subtraction equations.

Reason about and solve one-variable equations and inequalities.

Multiply and divide within 100.

Write and interpret numerical expressions.

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

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

Analyze patterns and relationships.

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

Add and subtract within 20.

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

Use properties of operations to generate equivalent expressions.

Create equations that describe numbers or relationships

Write expressions in equivalent forms to solve problems.

Represent and solve equations and inequalities graphically.

Interpret the structure of expressions.

Gain familiarity with factors and multiples.

Solve equations and inequalities in one variable.

Represent and solve problems involving addition and subtraction.

Solve systems of equations.
problem_activity: Narrative
The purpose of this activity is for students to finish partitioning a rectangle into equal-size squares. This work will prepare students for partitioning rectangles on their own in later lessons. In the synthesis, students are invited to use what they know about the structure of arrays to anticipate how many equal-size squares will fill the rectangle without drawing any lines (MP8).
MLR8 Discussion Supports.
Synthesis: At the appropriate time, give students 2–3 minutes to make sure that everyone in their group can explain how they know how many squares will fill the rectangle. Invite groups to rehearse what they will say when they share with the whole class.
Advances: Speaking, Conversing, Representing
Required Materials
Materials to Gather
Colored pencils or crayons
Rulers
Launch
Give each student at least 2 different colors of colored pencils or crayons and a ruler.
Activity
“In the first activity, you used tiles to make a rectangle and shaded in squares to represent it. In this activity, you will start with a rectangle and decompose it into small equal-size squares by drawing lines with a ruler. For each rectangle, there will be some squares already outlined. Draw lines to continue making equal-size squares inside each rectangle.”
“After making the squares, use colored pencils or crayons to show patterns in the rows or columns.”
10 minutes: independent work time
Student Facing
Draw lines so that the rectangle is completely filled with equal-size squares.
[IMG]
Color the rows different colors.
How many rows of equal-size squares are there?
How many squares are in each row?
Write an equation to represent the sum of the squares in each row.
Draw lines so that the rectangle is completely filled with equal-size squares.
[IMG]
Color the columns different colors.
How many columns of equal-size squares are there?
How many squares are in each column?
Write an equation that represents the sum of squares in each column.
Draw lines so that the rectangle is completely filled with equal-size squares.
[IMG]
How many columns of equal-size squares are there? How many squares are in each column?
How many rows of equal-size squares are there? How many squares are in each row?
Write 2 equations to represent the number of equal-size squares in the rectangle.
Student Response
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Advancing Student Thinking
If students create squares one by one or create squares that are significantly different in size, consider pairing them with a peer who uses a ruler or looks for ways to draw longer lines across rows and columns. Ask students to compare their techniques and try each other’s techniques to complete one row or column of squares.
Activity Synthesis
Display the rectangle that has 4 squares in the first row, but is missing squares in each column.
“How could you find the total number of squares that would fill this rectangle without drawing the lines?” (I can tell there will be 4 columns based on the top row. I can tell there will be 5 rows based on the first column, even though it is missing 1 square.)


correct_option_index: 6