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: Describe and compare measurable attributes.

Work with time and money.

Geometric measurement: understand concepts of angle and measure angles.

Measure lengths indirectly and by iterating length units.

Convert like measurement units within a given measurement system.

Relate addition and subtraction to length.

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

Measure and estimate lengths in standard units.

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

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

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

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

Tell and write time.

Represent and interpret data.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
problem_activity: Narrative
The purpose of this activity is for students to think about and compare the capacities of containers. Students start by comparing two containers where it is visually obvious which one holds more. They use comparison language such as “The pitcher holds more than the cup.” Then, students consider containers that have capacities that are not easy to compare visually and they brainstorm ways to compare the capacities of the containers. Students may need to see the water poured between the two containers multiple times before they determine and can explain which container has more capacity. As students make predictions and then discuss and justify their comparisons, they share a mathematical claim and the thinking behind it (MP3).
MLR8 Discussion Supports.
Use multimodal examples to clarify what it means for a container to hold liquid. Use verbal descriptions along with gestures or drawings to show the meaning of the word hold in this context.
Advances: Listening, Representing
Required Materials
Materials to Gather
Containers of different sizes
Sticky notes
Required Preparation
Gather a larger pitcher and a small cup to display during the launch.
Gather 2 cups with capacities that are not easy to compare visually, such as a tall stemmed glass and a short, wide cup for the activity.
Launch
Groups of 2
Display a pitcher and a small cup.
“Diego’s class needs a lot of lemonade for a lemonade sale they are going to have at school. Which container do you think they should use to hold the lemonade? Why do you think that?” (The pitcher holds more lemonade because it is bigger. The cup is small.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“We think that the pitcher will hold more lemonade.”
Activity
Display 2 cups and give each student a sticky note.
“Which of these cups do you think would hold more lemonade? Put your sticky note by the cup that you think would hold more lemonade.”
3 minutes: independent work time
“People had different answers about which cup would hold more lemonade. What can we do to figure out which cup can hold more lemonade?”
1 minute: quiet think time
1 minute: partner discussion
Share and record responses.
Demonstrate filling one of the cups with water and then slowly pour that water into the other cup.
“I filled up the red cup and poured the same water into the blue cup, but the blue cup overflowed. Which cup do you think can hold more lemonade?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“The red cup can hold more lemonade than the blue cup.”
Student Response
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Activity Synthesis
“We can use water to help us figure out which cup can hold more lemonade.”


correct_option_index: 0