few_shots: Example:
Problem/activity:
Problem 1
The table below contains single equations in a single variable, single equations in two variables, and pairs of simultaneous equations in two variables. Check the appropriate box to show whether there is no solution, exactly 1 solution, or if there is an infinite number of solutions.
{"table": [{"_attributes": {"align": "center", "class": ["table", "table-bordered"], "style": "table-layout:fixed; width:70%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "No solution"}]}, {"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "Exactly 1 solution"}]}, {"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "Infinite number of solutions"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${9=4x+7}$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${y=3y+5}$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${y={x\\over2}}$$"}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${3x+6y-9=0}$$"}]}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${x=y}$$"}]}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${1.25x=1.25y}$$"}]}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${9.9=6x+8y}$$"}]}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${9x=2.5y-8.8}$$"}]}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}]}, {"td": [{"p": [{"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${11x-2y=1.5}$$"}]}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${11x-2y=2.5}$$"}]}]}, {"_attributes": {"style": "text-align:center"}}, {"_attributes": {"style": "text-align:center"}}, {}]}]}]}]}
Problem 2
Kim has a small container and a large container as shown.
[IMG]
It takes 16 of the small containers to fill the large container. Three small containers leave 1.95 gallons of space in the big container.
What is the size of each of the two containers?


Mathematical concept/skill options: 
A. Write expressions in equivalent forms to solve problems.
B. Understand properties of multiplication and the relationship between multiplication and division.
C. Interpret the structure of expressions.
D. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
E. Use polynomial identities to solve problems.
F. Understand the relationship between zeros and factors of polynomials.
G. Write and interpret numerical expressions.
H. Work with equal groups of objects to gain foundations for multiplication.
I. Perform arithmetic operations on polynomials.
J. Create equations that describe numbers or relationships
K. Generate and analyze patterns.
L. Analyze and solve linear equations and pairs of simultaneous linear equations.
M. Understand solving equations as a process of reasoning and explain the reasoning.
N. Apply and extend previous understandings of arithmetic to algebraic expressions.
O. Rewrite rational expressions.
P. Represent and solve problems involving multiplication and division.
Q. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
R. Reason about and solve one-variable equations and inequalities.
S. Understand and apply properties of operations and the relationship between addition and subtraction.
T. Understand the connections between proportional relationships, lines, and linear equations.
U. Multiply and divide within 100.
V. Gain familiarity with factors and multiples.
W. Use the four operations with whole numbers to solve problems.
X. Work with addition and subtraction equations.
Y. Represent and solve problems involving addition and subtraction.
Z. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
AA. Solve equations and inequalities in one variable.
AB. Solve systems of equations.
AC. Represent and analyze quantitative relationships between dependent and independent variables.
AD. Work with radicals and integer exponents.
AE. Represent and solve equations and inequalities graphically.
AF. Analyze patterns and relationships.
AG. Use properties of operations to generate equivalent expressions.
AH. Add and subtract within 20.


Your response, in json format:
{
  "explanation": "This set of problems involves solving linear equations and pairs of linear equations.",
  "answer": "L"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001392

8
options: Summarize and describe distributions.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Understand independence and conditional probability and use them to interpret data.

Use probability to evaluate outcomes of decisions.

Interpret linear models.

Investigate chance processes and develop, use, and evaluate probability models.

Develop understanding of statistical variability.

Draw informal comparative inferences about two populations.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Summarize, represent, and interpret data on a single count or measurement variable.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Use random sampling to draw inferences about a population.

Understand and evaluate random processes underlying statistical experiments.

Investigate patterns of association in bivariate data.

Calculate expected values and use them to solve problems.
problem_activity: Task
Many researchers have studied chimpanzees to learn about their problem solving skills. In 1978, researchers Premack and Woodruff published an article in Science magazine, reporting findings from a study on an adult chimpanzee named Sarah, who had been raised in captivity and had received extensive training using photos and symbols. In one experiment, Sarah was shown videotapes of eight different situations in which a human being was faced with a problem. After each videotape showing, Sarah was presented with two photographs, one of which depicted a possible solution to the problem. The researchers ensured that the order in which the photographs were presented was randomized (for example, the correct answer was not always presented first, etc.) and that the photographs had similar visuals (for example. similar colors, etc.) Of the eight problems, Sarah picked the photograph with the correct solution seven times. Could Sarah have been merely guessing and just lucky with her responses, or is there evidence that Sarah does better than just guessing?
Give two possible explanations for why Sarah might have answered seven out of eight correctly.
If Sarah were just guessing, and was just likely to pick one photograph compared to the other, how many would you expect her to get right out of eight problems?
Give an example of how you could use basic classroom tools (coins, dice, calculators, cards, etc.) to simulate one trial of Sarah “just guessing” to pick a photograph for one problem.
A student, James, decides to use simulation to investigate whether the study data provide evidence that Sarah was doing better than just randomly guessing, and so James tosses a coin eight times, and obtains six heads. Explain why James should repeat the process of tossing the coin eight times and recording the number of heads, many times.
James repeats the process of eight coin-tosses 100 times, each time recording the number of heads on the eight coin-tosses. The following is a dotplot of his results.
[IMG]
Based on the above dotplot, what was the most common result for “number of heads” in eight coin-tosses? Why does this make sense?
Based on this dotplot, would you say that a score of 7 out of 8 would be unusual if Sarah has just been guessing? Why or why not?
Which of the following is a possible explanation for Sarah’s performance?
Sarah had been just guessing and got lucky with her responses.
Sarah does better than just guessing.
Both (i) and (ii) are possible explanations.
Based on the simulation results, which of the following appears to be a plausible (likely) explanation for Sarah’s performance?
Sarah had been just guessing and got lucky with her responses.
Sarah does better than just guessing.
Both (i) and (ii) are possible explanations.
Based on the results of this study, would it be reasonable to say that all chimpanzees do better than just guessing when faced with the kind of problems posed to Sarah? Explain why or why not.


correct_option_index: 12