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

Add and subtract within 20.

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

Represent and solve problems involving addition and subtraction.

Solve systems of equations.

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

Create equations that describe numbers or relationships

Multiply and divide within 100.

Represent and solve problems involving multiplication and division.

Represent and solve equations and inequalities graphically.

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

Work with radicals and integer exponents.

Understand the relationship between zeros and factors of polynomials.

Write expressions in equivalent forms to solve problems.

Generate and analyze patterns.

Reason about and solve one-variable equations and inequalities.

Interpret the structure of expressions.

Work with addition and subtraction equations.

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

Rewrite rational expressions.

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

Use properties of operations to generate equivalent expressions.

Analyze patterns and relationships.

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

Perform arithmetic operations on polynomials.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use the four operations with whole numbers to solve problems.

Use polynomial identities to solve problems.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Solve equations and inequalities in one variable.

Write and interpret numerical expressions.

Gain familiarity with factors and multiples.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the Shake and Spill center. Students practice counting to find the total of 2 groups of objects and representing addition with an expression.
After they participate in the center, students choose from any stage of previously introduced centers.
Number Race
Math Stories
Required Materials
Materials to Gather
Crayons
Materials from previous centers
Two-color counters
Materials to Copy
Shake and Spill Stage 3 Recording Sheet Kindergarten
Required Preparation
Each group of 2 needs 10 two-color counters.
Each group of 2 needs access to a yellow crayon and a red crayon.
Gather materials from:
Number Race, Stage 1
Math Stories, Stages 1 and 2
Launch
Groups of 2
Give each group of students two-color counters and red and yellow crayons. Give each student a recording sheet.
“We are going to learn a new way to play Shake and Spill. One partner will choose some counters, shake them, and spill them. Then draw a picture to show the red and yellow counters. Work together to figure out how to fill in an expression to show how many red and yellow counters. Take turns shaking and spilling the counters.”
Activity
8 minutes: partner work time
“Now you can choose another center. You can also continue playing Shake and Spill.”
Display the center choices in the student book.
Invite students to work at the center of their choice.
10 minutes: center work time
If time, invite students to choose another center.
Student Facing
Choose a center.
Shake and Spill
[IMG]
Number Race
[IMG]
Math Stories
[IMG]
Activity Synthesis
Display
\(4 + 3\)
.
“Andre and Tyler wrote
\(4 + 3\)
. What do you think their counters looked like?” (4 red counters and 3 yellow counters. 4 yellow counters and 3 red counters.)


correct_option_index: 20