few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response, in json format:
{
  "explanation": "In this problem, students work with money in the form of coins.",
  "answer": "N"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Reason about and solve one-variable equations and inequalities.

Rewrite rational expressions.

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

Apply and extend previous understandings of arithmetic to algebraic 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.

Create equations that describe numbers or relationships

Gain familiarity with factors and multiples.

Generate and analyze patterns.

Work with radicals and integer exponents.

Work with addition and subtraction equations.

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

Solve systems of equations.

Understand the relationship between zeros and factors of polynomials.

Solve equations and inequalities in one variable.

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

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.

Interpret the structure of expressions.

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

Represent and solve problems involving addition and subtraction.

Write expressions in equivalent forms to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Analyze patterns and relationships.

Represent and solve equations and inequalities graphically.

Perform arithmetic operations on polynomials.

Represent and solve problems involving multiplication and division.

Add and subtract within 20.

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

Write and interpret numerical expressions.

Multiply and divide within 100.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that offer practice adding two-digit numbers within 100. Students choose from any stage of previously introduced centers.
How Close?
Target Numbers
Five in a Row
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from:
How Close? Stages 1–3
Target Numbers, Stages 1–3
Five in a Row, Stages 1–6
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
Student Facing
Choose a center.
How Close?
[IMG]
Target Numbers
[IMG]
Five in a Row
[IMG]
Activity Synthesis
“Diego and Elena are playing How Close. Diego has a sum of 91. Elena has a sum of 89. Who gets a point for being closer to 100? How do you know?”


correct_option_index: 30