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.

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

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

Solve systems of equations.

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

Solve equations and inequalities in one variable.

Use the four operations with whole numbers to solve problems.

Work with radicals and integer exponents.

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

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

Add and subtract within 20.

Create equations that describe numbers or relationships

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving addition and subtraction.

Analyze patterns and relationships.

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

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

Work with addition and subtraction equations.

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving multiplication and division.

Represent and analyze quantitative relationships between dependent and independent variables.

Reason about and solve one-variable equations and inequalities.

Perform arithmetic operations on polynomials.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Generate and analyze patterns.

Write and interpret numerical expressions.

Gain familiarity with factors and multiples.

Rewrite rational expressions.

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

Use polynomial identities to solve problems.

Write expressions in equivalent forms to solve problems.

Represent and solve equations and inequalities graphically.

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

Interpret the structure of expressions.
problem_activity: Task
The graphs below show the distance two cars have traveled along the freeway over a period of several seconds. Car A is traveling 30 meters per second.
[IMG]
Which equation from those shown below is the best choice for describing the distance traveled by car B after $x$ seconds? Explain.
$y = 85x$
$y = 60x$
$y = 30x$
$y = 15x$


correct_option_index: 4