few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

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. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. 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.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Understand ratio concepts and use ratio reasoning to solve problems.

Analyze proportional relationships and use them to solve real-world and mathematical problems.
problem_activity: Optional activity
Students measure their proposed 5K courses with their trundle wheels. They compare their measurements with their estimates and make final adjustments to their proposed courses. Then they draw a finalized version of their course on the map (or a second copy of the map) including all the details necessary to organize the race: start and finish locations, walking direction, and number of laps.
Launch
Keep students in the same groups. Provide access to trundle wheels. Tell students to measure their proposed race course twice, record their measurements, and then to come back to the classroom to finish the computations and revisions.
Student Facing
Measure your proposed race course with your trundle wheel at least two times. Decide what distance you will report to the class.
Revise your course, if needed.
Create a visual display that includes:
A map of your final course
The starting and ending locations
The number of laps needed to walk 5 km
Any other information you think would be helpful to the race organizers
Student Response
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Student Facing
Are you ready for more?
The map your teacher gave you didn't include a scale. Create one.
Student Response
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for free access to Extension Student Response.
Activity Synthesis
Ask students to display their maps and explain their proposed race courses. Consider doing a gallery walk. Encourage students to discuss any assumptions they made to complete their calculations as well as any revisions they made to their plan after measuring their proposed course.
Representing, Conversing: MLR7 Compare and Connect.
Use this routine to help students consider audience when preparing a visual display of their work. Ask students to consider how to display their proposed race courses so that another student can interpret them. Groups may wish to add notes or details to their drawings to help communicate their thinking. Provide 2–3 minutes of quiet think time for students to read and interpret each other's displays before they discuss any assumptions they made to complete their calculations as well as any revisions they made to their plan after measuring their proposed course.
Design Principle(s): Cultivate conversation; Maximize meta-awareness


correct_option_index: 1