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: Understand properties of multiplication and the relationship between multiplication and division.

Understand the connections between proportional relationships, lines, and linear equations.

Create equations that describe numbers or relationships

Perform arithmetic operations on polynomials.

Write expressions in equivalent forms to solve problems.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Reason about and solve one-variable equations and inequalities.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Generate and analyze patterns.

Solve systems of equations.

Multiply and divide within 100.

Understand and apply properties of operations and the relationship between addition and subtraction.

Represent and solve problems involving multiplication and division.

Understand solving equations as a process of reasoning and explain the reasoning.

Interpret the structure of expressions.

Use the four operations with whole numbers to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Add and subtract within 20.

Solve equations and inequalities in one variable.

Use properties of operations to generate equivalent expressions.

Gain familiarity with factors and multiples.

Write and interpret numerical expressions.

Represent and solve equations and inequalities graphically.

Use polynomial identities to solve problems.

Work with radicals and integer exponents.

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving addition and subtraction.

Work with addition and subtraction equations.

Rewrite rational expressions.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Work with equal groups of objects to gain foundations for multiplication.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Analyze patterns and relationships.
problem_activity: A store is having a sale to clear out merchandise. If you spend between $0 and $100, you can take 15% off of your total. If you spend over $100, you can take 25% off of your total.
Write an equation to represent your discounted total if you spend between $0 and $100.
Write an equation to represent your discounted total if you spend over $100.
Which graph best represents the situation?
[IMG]


correct_option_index: 2