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, in json format:
{
  "explanation": "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: Work with time and money.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Tell and write time.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Represent and interpret data.

Describe and compare measurable attributes.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Convert like measurement units within a given measurement system.

Classify objects and count the number of objects in each category.

Relate addition and subtraction to length.

Measure and estimate lengths in standard units.

Measure lengths indirectly and by iterating length units.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Geometric measurement: understand concepts of angle and measure angles.
problem_activity: Narrative
In this activity, students solve addition problems using money based on the Pattern Block Puzzles they sketched in the last activity.
The launch of the activity is an opportunity for students to reason which of the two designs will cost more before they complete any computations.
MLR7 Compare and Connect.
Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “Did anyone solve the problem the same way, but would explain it differently?”, “What did the representations have in common?”, “How were they different?”
Advances: Representing, Conversing
Launch
Groups of 2
“At the Pattern Block Store, each pattern block shape has a different price.”
Display the price list.
“Which of the two puzzles that you sketched do you think will cost more to make? Puzzle 1 or 2?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Activity
“Use the price list to figure out how much your two puzzles would cost.”
5 minutes: independent work time
5 minutes: partner discussion
As students work, look for different addition strategies. Monitor for students who:
add like quantities first
add bigger or smaller coins first
add some coins mentally
Student Facing
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How much would the two puzzles you sketched cost at the Pattern Block Store? Show or explain your reasoning.
Puzzle 1:
Puzzle 2:
Student Response
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Activity Synthesis
Invite previously selected students to share.
“Is it possible to redesign the puzzle to save more money?” (Yes, I can switch a blue rhombus with two triangles.)


correct_option_index: 0