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.


Topic options: 
A. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
B. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
C. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
D. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
G. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
H. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
I. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
J. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Your response, in json format:
{
  "explanation": "In this problem, students learn to work with money, which involves different units of measure.",
  "answer": "G"
}

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_center_000269

2
options: Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
problem_activity: Narrative
In this activity, students identify the nearest multiples of 10,000 and 100,000 for the six-digit numbers they saw in the first activity. They may do so by using the number lines from earlier, but they may also start to notice a pattern in the relationship between the numbers and the nearest multiples without the number lines (MP7).
MLR8 Discussion Supports.
Display sentence frames to support small-group discussion: “I noticed _____ so I . . .” and “I agree/disagree because . . . .”
Advances: Conversing, Representing
Launch
Groups of 2 or 4
Display number line with endpoints of 100,000 and 200,000.
Activity
“Take a few quiet minutes to work on the activity. Then, share your responses with your group.”
6–7 minutes: independent work time
3–4 minutes: group discussion
Student Facing
Use the number line that represents the numbers between 100,000 and 200,000 for this activity.
Name the multiple of 10,000 that is the nearest to each number. (Leave the last column blank for now.)
{"table": [{"_attributes": {"border": "1", "class": ["c-table-spread"], "style": "width:100%"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "number"}, {"_attributes": {"scope": "col", "style": "width:40%"}, "_value": "nearest multiple of 10,000"}, {"_attributes": {"scope": "col", "style": "width:40%"}, "span": [{"_attributes": {"class": ["math"]}, "_value": "\\(\\phantom{nearest multiple}\\)"}]}]}]}], "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "100,025"}], "td": [{}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "128,201"}], "td": [{}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "140,261"}], "td": [{}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "158,002"}], "td": [{}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "194,030"}], "td": [{}, {}]}]}]}]}
Here is the number line with 215,300 shown on it. Which multiple of 100,000 is the nearest to 215,300?
[IMG]
Label the last column in the table “nearest multiple of 100,000.” Then, name the nearest multiple of 100,000 for each number in the table.
Student Response
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Advancing Student Thinking
Students may see that the nearest multiples of 10,000 for a number are the two tick marks surrounding the point but may be unsure what numbers they represent. Ask them to recall what each tick mark represents on this set of number lines and urge them to count the marks.
Activity Synthesis
Display the blank table from the activity. Invite students to share their responses to complete the table. Discuss any disagreements.
Invite students to share how they identified the nearest multiples of 10,000 and 100,000.
If no students mentioned that they examined the location of each point visually and decided the closest tick marks on the number line, ask them about it.


correct_option_index: 9