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: Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Describe and compare measurable attributes.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Convert like measurement units within a given measurement system.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Tell and write time.

Work with time and money.

Geometric measurement: understand concepts of angle and measure angles.

Measure lengths indirectly and by iterating length units.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Represent and interpret data.

Measure and estimate lengths in standard units.

Relate addition and subtraction to length.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Classify objects and count the number of objects in each category.
problem_activity: Narrative
The purpose of this warm-up is to elicit the idea that a centimeter is the length of the edge of a centimeter cube and to connect this with the length of a base-ten block composed of 10 centimeter cubes. This will be useful when students measure with base-ten blocks and report their measurements in centimeters in a later activity. While students may notice and wonder many things about these images, discussion of the attributes of the shapes are emphasized by the labels and the meaning of a centimeter are the important discussion points. Students use and revise their language to clearly describe the images (MP6).
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
A
[IMG]
B
[IMG]
Student Response
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Activity Synthesis
“How are the labels on both images the same? How are they different?” (They both show the length of one square. They both show 1 length unit. One says centimeter and one says cm.)
“Both labels show the length of 1 centimeter. Centimeter is a long word and can be hard to use to label your length units. We can use cm for short. ‘C’ represents centi and ‘m’ represents meter.”
Display a centimeter cube and 10-centimeter tool.
“If the length of 1 edge of a centimeter cube is 1 centimeter, how long is this block? Explain.” (It’s 10 centimeters long because it shows 10 blocks put together. Each block is 1 centimeter long.)
“When we practiced adding and subtracting by place, we used these tools to show ones and tens.”
“When we measure we will call them centimeter cubes and 10-centimeter tools to describe their lengths.”


correct_option_index: 11