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: Apply trigonometry to general triangles.

Understand similarity in terms of similarity transformations.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Solve real-world and mathematical problems involving area, surface area, and volume.

Reason with shapes and their attributes.

Define trigonometric ratios and solve problems involving right triangles.

Explain volume formulas and use them to solve problems.

Use coordinates to prove simple geometric theorems algebraically.

Experiment with transformations in the plane.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Classify two-dimensional figures into categories based on their properties.

Make geometric constructions.

Analyze, compare, create, and compose shapes.

Prove theorems involving similarity.

Prove geometric theorems.

Find arc lengths and areas of sectors of circles.

Apply geometric concepts in modeling situations.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Understand congruence in terms of rigid motions.

Understand and apply the Pythagorean Theorem.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Translate between the geometric description and the equation for a conic section.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Understand and apply theorems about circles.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Visualize relationships between two-dimensional and three-dimensional objects.
problem_activity: Warm-up
The purpose of this warm-up is for students to reason about the various measurements of a circle. In each of the pictures, students are given a piece of information about the circle and asked to reason about the other measurements of the circle. Some of these measurements can be found based on the given information while others, without a calculator, would require an estimate.
Launch
Arrange students in groups of 2. Give students 1 minute of quiet think time followed by 2 minutes to discuss their estimates with a partner.
Student Facing
Here are some pictures of circular objects, with measurement tools shown. The measurement tool on each picture reads as follows:
Wagon wheel: 3 feet
Plane propeller: 24 inches
Sliced Orange: 20 centimeters
[IMG]
For each picture, which measurement is shown?
Based on this information, what measurement(s) could you estimate for each picture?
Student Response
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Activity Synthesis
For each picture, ask selected students to share the measurements shown in the pictures. Ask students to explain the strategies or calculations they would use for computing or estimating other measurements (for example, the radius and circumference of the wheel). Record and display student responses on the actual pictures. Refer to MLR 2 (Collect and Display) to highlight student responses and language about what they know and what they estimated.


correct_option_index: 9