few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Topic options: 
A. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
B. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
C. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
D. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
G. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
H. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
I. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
J. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Your response:
Thought: In this problem, students learn to work with money, which involves different units of measure.
Answer: G

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_center_000269

2
options: Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 2 of the Check It Off center. Students take turns picking two number cards that are multiples of 10 (0–90) and choose whether to make an addition or subtraction expression. Students check off the value of the sum or difference (0–90) and then write the addition or subtraction expression on the recording sheet.
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Materials to Copy
Number Cards, Multiples of 10 (0-90)
Check It Off Stage 3 Recording Sheet
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
Give each group a set of cards, two recording sheets, and access to connecting cubes in towers of 10.
“We are going to learn a new way to do the Check It Off center. It is called Check It Off, Add or Subtract Tens.”
“Choose two cards and decide whether you want to add or subtract. After you find the sum or difference, check it off on the recording sheet and write the expression. Take turns with your partner. At the end of the game the partner who checks off the most numbers wins.”
Activity
10 minutes: partner work time
Activity Synthesis
Display a recording sheet with 90 checked off and 10 not checked off.
Display cards 40 and 50.
“Should we add or subtract these numbers? Why?” (We should subtract because
\(50 - 40 =10\)
and we haven’t checked off 10 yet, but
\(40 + 50 = 90\)
and 90 is already checked off.)


correct_option_index: 2