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: Multiply and divide within 100.

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

Generate and analyze patterns.

Represent and analyze quantitative relationships between dependent and independent variables.

Interpret the structure of expressions.

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

Represent and solve equations and inequalities graphically.

Write and interpret numerical expressions.

Work with radicals and integer exponents.

Represent and solve problems involving multiplication and division.

Use properties of operations to generate equivalent expressions.

Add and subtract within 20.

Create equations that describe numbers or relationships

Write expressions in equivalent forms to solve problems.

Solve equations and inequalities in one variable.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use polynomial identities to solve problems.

Solve systems of equations.

Rewrite rational expressions.

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

Work with addition and subtraction equations.

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

Use the four operations with whole numbers to solve problems.

Understand the relationship between zeros and factors of polynomials.

Analyze patterns and relationships.

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

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

Reason about and solve one-variable equations and inequalities.

Represent and solve problems involving addition and subtraction.

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

Gain familiarity with factors and multiples.

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

Perform arithmetic operations on polynomials.

Understand the connections between proportional relationships, lines, and linear equations.
problem_activity: Warm-up
Students extend their understanding from the previous lessons to recognize the structure of a linear equation for all possible types of solutions: one solution, no solution, or infinitely many solutions. Students are still using language such as “true for one value of x,” “always true” or “true for any value of x,” and “never true.” Students should be able to articulate that this depends both on the
coefficient
of the variable as well as the constant term on each side of the equation.
Launch
Give students 2–3 minutes of quiet think time followed by a whole-class discussion.
Student Facing
Consider the unfinished equation
\(12(x-3)+18=\,\underline{\qquad \qquad}\)
. Match the following expressions with the number of solutions the equation would have with that expression on the right hand side.
\(6(2x-3)\)
\(4(3x-3)\)
\(4(2x-3)\)
one solution
no solutions
all solutions
Student Response
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Activity Synthesis
In order to highlight the structure of these equations, ask students:
“What do you notice about equations with no solution?” (These equations have equal or equivalent coefficients for the variable, but unequal values for the constants on each side of the equation.)
“What do you notice about equations that are always true?” (These equations have equivalent expressions on each side of the equation, so the coefficients are equal and the constants are equal or equivalent on each side.)
“What do you notice about equations that have exactly one solution?” (These equations have different values for the coefficients on each side of the equation and it doesn’t matter what the constant term says.)
Display the equation
\(x=12\)
for all to see. Ask students how this fits with their explanations. (We can see that there is one solution. Another way to think of this is that the coefficient of
\(x\)
is 1 on the left side of the equation, and the coefficient of
\(x\)
is 0 on the right side of the equation. So the coefficients of
\(x\)
are different, just like the explanation.)


correct_option_index: 1