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

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.

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

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.

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.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
problem_activity: Narrative
The purpose of this activity is for students to analyze pairs of fractions to determine if they are equivalent. Students may use any representation that makes sense to them. Students will create a visual display and have a gallery walk to consider the different ways of looking for equivalence. Highlight representations such as diagrams and number lines, which will support students as they learn to compare fractions with the same numerator or denominator in this section.
This activity uses
MLR7 Compare and Connect. Advances: representing, conversing
Engagement: Develop Effort and Persistence.
Invite students to generate a list of shared expectations for group work. Record responses on a display and keep visible during the activity.
Supports accessibility for: Social-Emotional Functioning
Required Materials
Materials to Gather
Materials for creating a visual display
Launch
Groups of 2
“Decide if these pairs of fractions are equivalent and show your thinking for each one. You can use any representation that makes sense to you.”
Activity
3–5 minutes: independent work time
“Share your ideas with your partner.”
2–3 minutes: partner discussion
MLR7 Compare and Connect
“Work with your partner to create a visual display that shows your thinking about
\(\frac{4}{6}\)
and
\(\frac{5}{6}\)
. You may want to include details such as notes, diagrams, drawings, and so on, to help others understand your thinking.”
Give students materials for creating a visual display.
2–5 minutes: partner work time
5–7 minutes: gallery walk
Student Facing
Are these fractions equivalent? Show your thinking using diagrams, symbols, or other representations.
\(\frac{1}{2}\)
and
\(\frac{1}{3}\)
\(\frac{4}{6}\)
and
\(\frac{5}{6}\)
\(\frac{3}{4}\)
and
\(\frac{6}{8}\)
Student Response
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Advancing Student Thinking
If students don’t determine whether or not fractions are equivalent, consider asking:
“What do you know about these fractions?”
“How could you use your fraction strips or diagrams to decide if they are equivalent?”
Activity Synthesis
“What are the different representations we can use to decide if
\(\frac{4}{6}\)
and
\(\frac{5}{6}\)
are equivalent?” (diagrams, number lines)
“How did each representation show that
\(\frac{4}{6}\)
and
\(\frac{5}{6}\)
are not equivalent?” (In the diagram, you can see that
\(\frac{5}{6}\)
has more space shaded. On the number line, they are not at the same location.)


correct_option_index: 0