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: Draw, construct, and describe geometrical figures and describe the relationships between them.

Define trigonometric ratios and solve problems involving right triangles.

Prove theorems involving similarity.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Apply geometric concepts in modeling situations.

Apply trigonometry to general triangles.

Find arc lengths and areas of sectors of circles.

Analyze, compare, create, and compose shapes.

Make geometric constructions.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Classify two-dimensional figures into categories based on their properties.

Prove geometric theorems.

Use coordinates to prove simple geometric theorems algebraically.

Experiment with transformations in the plane.

Solve real-world and mathematical problems involving area, surface area, and volume.

Explain volume formulas and use them to solve problems.

Visualize relationships between two-dimensional and three-dimensional objects.

Translate between the geometric description and the equation for a conic section.

Understand and apply the Pythagorean Theorem.

Reason with shapes and their attributes.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Understand congruence in terms of rigid motions.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Understand and apply theorems about circles.

Understand similarity in terms of similarity transformations.

Understand congruence and similarity using physical models, transparencies, or geometry software.
problem_activity: Warm-up
Students examine statements deciding in each case whether the statement is always true, sometimes true, or never true. Since figures are similar if one is the result of reflecting, rotating, translating, and dilating the other, and figures are congruent only as a result of the rigid transformations, congruent figures are similar but not vice versa. Though students have not studied how angles behave under dilations, students have had multiple opportunities to see that dilations influence the size of a shape but not its angles. They also know from work in grade 7 that scaled copies have corresponding angles with the same measure, and dilations have been characterized as a process that makes scaled copies.
Launch
Display all 3 statements. Ask students to decide whether each of the statements is always, sometimes, or never true and give a signal when they have reasoning to support their decision.
Student Facing
Choose whether each of the statements is true in
all
cases, in
some
cases, or in
no
cases.
If two figures are congruent, then they are similar.
If two figures are similar, then they are congruent.
If an angle is dilated with the center of dilation at its vertex, the angle measure may change.
Student Response
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Activity Synthesis
Discuss each statement one at a time with this structure:
Poll the class on their answer choice and display the answers.
If everyone agrees on one answer, ask a few students to share their reasoning, recording it for all to see.
If there is disagreement on an answer, ask students with opposing answers to explain their reasoning to come to an agreement on an answer.


correct_option_index: 26