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: Multiply and divide within 100.

Represent and solve problems involving addition and subtraction.

Reason about and solve one-variable equations and inequalities.

Work with addition and subtraction equations.

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

Work with radicals and integer exponents.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

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

Generate and analyze patterns.

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

Add and subtract within 20.

Interpret the structure of expressions.

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

Solve equations and inequalities in one variable.

Represent and solve problems involving multiplication and division.

Solve systems of equations.

Rewrite rational expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Analyze patterns and relationships.

Represent and solve equations and inequalities graphically.

Write expressions in equivalent forms to solve problems.

Write and interpret numerical expressions.

Use the four operations with whole numbers to solve problems.

Create equations that describe numbers or relationships

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

Use polynomial identities to solve problems.

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

Understand the relationship between zeros and factors of polynomials.

Use properties of operations to generate equivalent expressions.

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

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

Perform arithmetic operations on polynomials.

Gain familiarity with factors and multiples.
problem_activity: Narrative
The purpose of this optional activity is for students to practice evaluating division expressions in order to make comparisons. Compare is a center that focuses on the procedural skills needed to solve single- and multi-step word problems. In this stage, students will use division to evaluate and compare quotients within 100.
This stage of the Compare center is used in grades 3, 4, and 5. When used in grade 3, remove the cards with two-digit divisors.
Required Materials
Materials to Copy
Compare Stage 4 Division Cards
Required Preparation
Create a set of cards from the blackline master for each group of 2. Remove the cards with two-digit divisors.
Launch
Groups of 2
Give each group of students a set of cards from the blackline master.
“Now let’s play Compare to practice what you learned about dividing numbers.”
“Take a minute to read the directions with your partner.”
1 minute: quiet think time
Answer any questions about the directions. If needed, play a turn with the class.
Activity
5–7 minutes: partner work time
If time permits, provide extra time to play Compare.
Student Facing
Play Compare with 2 players.
Shuffle the cards and
split the deck between the players.
Each player turns over a card.
Compare the values. The player with the greater value keeps both cards.
Play until you run out of cards. The player with the most cards at the end of the game wins.
Student Response
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Activity Synthesis
Display:
\(92 \div 4\)
and
\(72 \div 3\)
.
“Suppose these are the two cards you draw. How would you decide which expression has the greatest value?”


correct_option_index: 0

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