few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Apply trigonometry to general triangles.

Understand congruence in terms of rigid motions.

Make geometric constructions.

Classify two-dimensional figures into categories based on their properties.

Understand similarity in terms of similarity transformations.

Prove geometric theorems.

Analyze, compare, create, and compose shapes.

Understand and apply the Pythagorean Theorem.

Translate between the geometric description and the equation for a conic section.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Define trigonometric ratios and solve problems involving right triangles.

Reason with shapes and their attributes.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Use coordinates to prove simple geometric theorems algebraically.

Visualize relationships between two-dimensional and three-dimensional objects.

Solve real-world and mathematical problems involving area, surface area, and volume.

Apply geometric concepts in modeling situations.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Prove theorems involving similarity.

Understand and apply theorems about circles.

Experiment with transformations in the plane.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Find arc lengths and areas of sectors of circles.

Explain volume formulas and use them to solve problems.
problem_activity: Narrative
The purpose of this activity is for students to put together pattern blocks to form larger shapes in more than one way. Students create hexagons using different combinations of pattern blocks. In the synthesis, students discuss whether the same pattern blocks in different orientations should be considered as different ways to make a hexagon (MP3). There is no one correct answer to the question. The goal is for students to notice and discuss that the same pattern blocks are arranged in different orientations.
MLR8 Discussion Supports.
To support the transfer of new vocabulary to long-term memory, invite students to chorally repeat these words in unison 1–2 times: more, fewer, the same as.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Pattern blocks
Launch
Groups of 2
Give each group of students pattern blocks.
“Work with your partner to find many different ways to make hexagons with pattern blocks. Tell your partner about the shapes that you use each time using ‘more’, ‘fewer’, or ‘the same number’.”
Activity
6 minutes: partner work time
Student Facing
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Student Response
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Advancing Student Thinking
If students find one or two ways to fill in the hexagon pattern block puzzle:
“Tell me more about which pattern blocks you used to make the hexagon.”
“Can you use these green triangle pattern blocks to make this red trapezoid pattern block? How can that help you find another way to fill in the hexagon?”
Activity Synthesis
Invite students to share different ways they made a hexagon.
As students share, say “Tell your partner about the shapes that they used using ‘more’, ‘fewer’, or ‘the same number’.”
Display all of the ways to make a hexagon that students have shared.
“Are there any other ways to make a hexagon with pattern blocks?”
Display 2 hexagons created with 2 blue rhombus pattern blocks and 2 green triangle pattern blocks in different orientations:
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“Han and Clare shared these ways to make a hexagon with pattern blocks. Are these the same way to make a hexagon or a different way? Why do you think that?” (They are the same because they used the same pattern blocks but put them in different spots. It looks like they flipped it. They are different because the pattern blocks are in different places, so they look different.)


correct_option_index: 6