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 properties of multiplication and the relationship between multiplication and division.

Understand the relationship between zeros and factors of polynomials.

Analyze patterns and relationships.

Represent and solve problems involving multiplication and division.

Multiply and divide within 100.

Represent and analyze quantitative relationships between dependent and independent variables.

Write and interpret numerical expressions.

Use polynomial identities to solve problems.

Interpret the structure of expressions.

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.

Gain familiarity with factors and multiples.

Use properties of operations to generate equivalent expressions.

Add and subtract within 20.

Create equations that describe numbers or relationships

Use the four operations with whole numbers to solve problems.

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

Generate and analyze patterns.

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

Reason about and solve one-variable equations and inequalities.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Perform arithmetic operations on polynomials.

Write expressions in equivalent forms to solve problems.

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

Solve systems of equations.

Represent and solve problems involving addition and subtraction.

Solve equations and inequalities in one variable.

Rewrite rational expressions.

Work with addition and subtraction equations.

Represent and solve equations and inequalities graphically.

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

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

Work with radicals and integer exponents.
problem_activity: Task
Materials
Each pair of students needs: * One worksheet * Two markers of different colors * One pair of dice
Action
Student A rolls the two dice, finds the sum, and traces the number on the worksheet which corresponds to the answer with his/her marker. Student A then passes the dice to Student B who rolls both the dice, finds the sum and traces the correct number on the worksheet with his/her marker. Play continues this way until one of the numbers “wins” (i.e. all of the numbers of that quantity have been traced).
[IMG]


correct_option_index: 10