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: 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.

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.

Use equivalent fractions as a strategy to add and subtract fractions.

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.

Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
problem_activity: Narrative
In this activity, students find the perimeter of several shapes and write expressions that show their reasoning. Each side of the shape is labeled with its length, prompting students to notice repetition in some of the numbers. The perimeter of all shapes can be found by addition, but students may notice that it is efficient to reason multiplicatively rather than additively (MP8). For example, they may write
\(4 \times 6\frac{1}{3}\)
instead of
\(6\frac{1}{3} + 6\frac{1}{3} + 6\frac{1}{3} + 6\frac{1}{3}\)
.
MLR8 Discussion Supports.
Synthesis: Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Advances: Speaking
Launch
Groups of 2–4
Activity
3–4 minutes: independent work time
2 minutes: group discussion
Student Facing
Find the perimeter of each shape. Write an expression that shows how you find the perimeter.
[IMG]
Compare your expressions with your partners’ expressions. Make 1–2 observations.
Student Response
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Activity Synthesis
Invite students to share the expressions they wrote for the perimeter of each shape. Record the expressions.
For each shape, ask: “What is the same about these expressions? What is different?” (They each use the side lengths in the shape. They each show the total length around the shape. Some use addition, some use multiplication, some use both multiplication and addition.)
Highlight that when two or more sides have the same length, the perimeter can be found by adding, multiplying, or a combination of both.


correct_option_index: 1