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: Gain familiarity with factors and multiples.

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

Generate and analyze patterns.

Create equations that describe numbers or relationships

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

Multiply and divide within 100.

Solve equations and inequalities in one variable.

Represent and solve problems involving addition and subtraction.

Work with radicals and integer exponents.

Rewrite rational expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

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

Analyze patterns and relationships.

Understand the relationship between zeros and factors of polynomials.

Write expressions in equivalent forms to solve problems.

Reason about and solve one-variable equations and inequalities.

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

Use polynomial identities to solve problems.

Use properties of operations to generate equivalent expressions.

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

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

Use the four operations with whole numbers to solve problems.

Solve systems of equations.

Represent and analyze quantitative relationships between dependent and independent variables.

Write and interpret numerical expressions.

Interpret the structure of expressions.

Perform arithmetic operations on polynomials.

Work with addition and subtraction equations.

Represent and solve problems involving multiplication and division.

Represent and solve equations and inequalities graphically.

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

Add and subtract within 20.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
problem_activity: Activity
The purpose of this activity is for students to recognize that multiplying an equation by a value results in the same solution. This will be useful when transforming equations for the elimination method of solving systems of equations in the supported Algebra lesson. Students will work in pairs and each partner is responsible for answering the questions in either column A or column B. Although each row has two different problems, they share the same answer. Ensure that students work their problems out independently and collaborate with one another when they do not arrive to the same answers. Students construct viable arguments and critique the reasoning of others (MP3) when they resolve errors by critiquing their partner's work or explaining their reasoning.
Launch
Arrange students in groups of two. In each group, ask students to decide who will work on column A and who will work on column B. If students are unfamiliar with the row game structure, demonstrate the protocol before they start working.
Student Facing
Work independently on your column. Partner A completes the questions in column A only and partner B completes the questions in column B only. Your answers in each row should match. Work on one row at a time and check if your answer matches your partner’s before moving on. If you don’t get the same answer, work together to find any mistakes.
Solve each equation.
| **          row         ** |         column A          |         column B          |
|----------------------------|---------------------------|---------------------------|
| **           1          ** |        \(3x-1=5\)         |        \(6x-2=10\)        |
| **           2          ** |   \(4(x+1) = 3x - 12\)    |     \(4x+4 = 3(x-4)\)     |
| **           3          ** |      \(14x+10=4x+6\)      |      \(7x+5 = 2x+3\)      |
| **           4          ** |        \(6x+3=33\)        |        \(4x+2=22\)        |
| **           5          ** | \(4x + 5y = 2 - 4x + 5y\) | \(4x + 9y = 2 + 9y - 4x\) |
| **           6          ** |     \(2x + 6y = 10\)      |     \(5x + 15y = 25\)     |
Student Response
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Activity Synthesis
The purpose of the discussion is to notice that equations that have been multiplied by the same value have the same solution.
Consider asking students to explain why their solutions might be the same for each row.
For each row, the two equations are equivalent. Sample responses for each row:
The equation in column B is 2 times the equation in column A.
In each column, one side of the equation is the distributed form of the same side of the equation in the other column.
The equation in column B is
\(\frac{1}{2}\)
of the equation in column A.
The equation in column B is
\(\frac{2}{3}\)
of the equation in column A.
The equation in column B has
\(4y\)
added to both sides of the equation from column A.
The equation in column B is
\(\frac{5}{2}\)
of the equation in column A.
While there may be other valid ways of connecting the equations (for example, in row 4, dividing the equation in column A by 3 and dividing the equation in column B by 2 result in the same equation), encourage students to recognize that there is a single multiple of one equation that results in the other equation.


correct_option_index: 11