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, in json format:
{
  "explanation": "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: Use the four operations with whole numbers to solve problems.

Generate and analyze patterns.

Gain familiarity with factors and multiples.

Understand the relationship between zeros and factors of polynomials.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

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

Analyze patterns and relationships.

Work with addition and subtraction equations.

Reason about and solve one-variable equations and inequalities.

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

Add and subtract within 20.

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

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

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

Write expressions in equivalent forms to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve equations and inequalities graphically.

Rewrite rational expressions.

Represent and solve problems involving addition and subtraction.

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

Interpret the structure of expressions.

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

Create equations that describe numbers or relationships

Use properties of operations to generate equivalent expressions.

Work with radicals and integer exponents.

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

Perform arithmetic operations on polynomials.

Solve systems of equations.

Use polynomial identities to solve problems.

Multiply and divide within 100.

Write and interpret numerical expressions.

Represent and solve problems involving multiplication and division.

Solve equations and inequalities in one variable.
problem_activity: Narrative
The purpose of this activity is for students to explore sums within 10. Students pick their favorite sum as an entry point to the next activity in which students sort the sums into those they know and those they don’t yet know. In this activity, students may choose any sum within 10 that they like.
MLR8 Discussion Supports.
During group work, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Display the sentence frame: “I heard you say . . .” Original speakers can agree or clarify for their partner.
Advances: Listening, Speaking
Launch
Groups of 4
Display the addition chart from the warm-up.
“You are going to choose your favorite sum from the addition chart. For example, my favorite sum is
\(8 + 2 = 10\)
because I like sums of 10.”
Activity
“Pick one or two sums that are your favorite. Explain why they are your favorite using drawings, numbers, or words.”
4 minutes: independent work time
“Share your favorite sums with the other students in your small group.”
4 minutes: small-group discussion
Monitor for students who wrote equations with addends of 0 or 1, equations with the same addend twice, or sums of 10.
Student Facing
Pick your favorite sum.
Write the equation: ________________________________
Show why it is your favorite using drawings, numbers, or words.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite previously identified students to share their favorite sums.
“Why is this sum a favorite of yours?”


correct_option_index: 11