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: Generate and analyze patterns.

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

Rewrite rational expressions.

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

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

Represent and solve problems involving addition and subtraction.

Gain familiarity with factors and multiples.

Understand the relationship between zeros and factors of polynomials.

Create equations that describe numbers or relationships

Represent and solve equations and inequalities graphically.

Solve systems of equations.

Use the four operations with whole numbers to solve problems.

Solve equations and inequalities in one variable.

Multiply and divide within 100.

Perform arithmetic operations on polynomials.

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

Work with addition and subtraction equations.

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

Write and interpret numerical expressions.

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

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

Interpret the structure of expressions.

Work with radicals and integer exponents.

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

Reason about and solve one-variable equations and inequalities.

Add and subtract within 20.

Analyze patterns and relationships.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving multiplication and division.

Write expressions in equivalent forms to solve problems.

Use properties of operations to generate equivalent expressions.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use polynomial identities to solve problems.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities focusing on two-digit numbers. Students are introduced to stage 6 of the Five in a Row center. Then students choose between that center or others previously introduced.
Students choose from any stage of previously introduced centers.
Five in a Row
Get Your Numbers in Order
Grab and Count
Required Materials
Materials to Gather
Materials from previous centers
Paper clips
Two-color counters
Materials to Copy
Five in a Row Addition and Subtraction Stage 6 Gameboard
Required Preparation
Gather materials from previous centers:
Five in a Row, Stages 1-6
Get Your Numbers in Order, Stage 1
Grab and Count, Stage 2
Launch
Groups of 2
“Now you will choose from other centers we have already learned. One of the choices is to play Five in a Row with a new gameboard. On this gameboard you will add 2 two-digit numbers that make a new ten.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
8 minutes: center work time
“Choose what you would like to do next.”
8 minutes: center work time
Student Facing
Choose a center.
Five in a Row
[IMG]
Get Your Numbers in Order
[IMG]
Grab and Count
[IMG]
Activity Synthesis
“What did the centers you chose help you work on?”


correct_option_index: 25