few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Use properties of operations to generate equivalent expressions.

Represent and solve problems involving multiplication and division.

Use polynomial identities to solve problems.

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

Understand the relationship between zeros and factors of polynomials.

Write and interpret numerical expressions.

Represent and solve problems involving addition and subtraction.

Reason about and solve one-variable equations and inequalities.

Rewrite rational expressions.

Use the four operations with whole numbers to solve problems.

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

Generate and analyze patterns.

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

Work with radicals and integer exponents.

Analyze patterns and relationships.

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

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

Interpret the structure of expressions.

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.

Represent and solve equations and inequalities graphically.

Perform arithmetic operations on polynomials.

Gain familiarity with factors and multiples.

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

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

Work with addition and subtraction equations.

Multiply and divide within 100.

Write expressions in equivalent forms to solve problems.

Solve equations and inequalities in one variable.

Create equations that describe numbers or relationships

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Add and subtract within 20.

Solve systems of equations.
problem_activity: Narrative
The purpose of this Notice and Wonder is to elicit different questions from students about a story to prepare them for writing their own questions for a math story in an upcoming activity. Although students may notice and wonder many things, the most important discussion point will be the types of mathematical questions that can be asked about the story.
Launch
Groups of 2
Display the questionless story problem.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
In the park, there are 37 kids on the soccer field, 18 kids on the tennis courts, and 25 kids at the picnic tables.
What do you notice? What do you wonder?
Student Response
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Activity Synthesis
“What are some mathematical questions that could be asked about this situation?”
Record responses.
“What do these questions have in common? How are they different?”


correct_option_index: 6