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: Visualize relationships between two-dimensional and three-dimensional objects.

Understand and apply theorems about circles.

Prove theorems involving similarity.

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

Understand similarity in terms of similarity transformations.

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

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

Use coordinates to prove simple geometric theorems algebraically.

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

Make geometric constructions.

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

Apply trigonometry to general triangles.

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

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

Experiment with transformations in the plane.

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

Apply geometric concepts in modeling situations.

Explain volume formulas and use them to solve problems.

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

Find arc lengths and areas of sectors of circles.

Understand congruence in terms of rigid motions.

Understand and apply the Pythagorean Theorem.

Analyze, compare, create, and compose shapes.

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

Prove geometric theorems.

Define trigonometric ratios and solve problems involving right triangles.

Reason with shapes and their attributes.
problem_activity: Stage 5: Grade 5 Shapes
Required Preparation
Materials to Gather
Paper
Materials to Copy
Blackline Masters
Quadrilateral Cards Grade 5
Triangle Cards Grade 5

Narrative
Students lay six shape cards face up. One student picks two cards that have an attribute in common. All students write an attribute that is shared by both shapes. Students get a point if they name an attribute that no other student wrote.
Variation:
Students can draw a shape that has a shared attribute with the given shapes.


correct_option_index: 12