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

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

Analyze patterns and relationships.

Understand the relationship between zeros and factors of polynomials.

Rewrite rational expressions.

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

Perform arithmetic operations on polynomials.

Work with addition and subtraction equations.

Work with radicals and integer exponents.

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

Represent and solve problems involving addition and subtraction.

Gain familiarity with factors and multiples.

Represent and analyze quantitative relationships between dependent and independent variables.

Use the four operations with whole numbers to solve problems.

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

Solve systems of equations.

Generate and analyze patterns.

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

Reason about and solve one-variable equations and inequalities.

Write and interpret numerical expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Write expressions in equivalent forms to solve problems.

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

Represent and solve equations and inequalities graphically.

Create equations that describe numbers or relationships

Interpret the structure of expressions.

Multiply and divide within 100.

Add and subtract within 20.

Use polynomial identities to solve problems.

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

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

Represent and solve problems involving multiplication and division.

Solve equations and inequalities in one variable.

Use properties of operations to generate equivalent expressions.
problem_activity: Samantha found the slope of the line that passed through the points
$${(2, 6)}$$
and
$${(-4, 8)}$$
. Her work is shown below.
$${{8-6\over {2-(-4)}} = {2\over 2+4 }= {2\over 6} = {1\over3}}$$
Samantha made an error in her work. Describe the error and then find the correct slope of the line through the two given points.


correct_option_index: 30