few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


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. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. 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.


Your response:
Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Use complex numbers in polynomial identities and equations.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Perform operations on vectors.

Know that there are numbers that are not rational, and approximate them by rational numbers.

Apply and extend previous understandings of numbers to the system of rational numbers.

Compute fluently with multi-digit numbers and find common factors and multiples.

Use properties of rational and irrational numbers.

Represent and model with vector quantities.

Reason quantitatively and use units to solve problems.

Represent complex numbers and their operations on the complex plane.

Perform arithmetic operations with complex numbers.

Perform operations on matrices and use matrices in applications.

Extend the properties of exponents to rational exponents.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
problem_activity: Sylvia bikes home along a straight road from her friend’s house, a distance of 8 miles. The graph shows her journey:
[IMG]
Describe what may have happened. Be sure to include details about her pace, points that indicate a change in action, and where she starts and stops.
Are all sections of the graph realistic? Explain your reasoning.


correct_option_index: 8