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: Interpret the structure of expressions.

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

Understand the relationship between zeros and factors of polynomials.

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

Use polynomial identities to solve problems.

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

Solve systems of equations.

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

Gain familiarity with factors and multiples.

Represent and solve equations and inequalities graphically.

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

Represent and solve problems involving multiplication and division.

Reason about and solve one-variable equations and inequalities.

Rewrite rational expressions.

Create equations that describe numbers or relationships

Use properties of operations to generate equivalent expressions.

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

Write expressions in equivalent forms to solve problems.

Work with addition and subtraction equations.

Use the four operations with whole numbers to solve problems.

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

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

Perform arithmetic operations on polynomials.

Represent and solve problems involving addition and subtraction.

Work with radicals and integer exponents.

Write and interpret numerical expressions.

Solve equations and inequalities in one variable.

Analyze patterns and relationships.

Multiply and divide within 100.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Generate and analyze patterns.

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

Add and subtract within 20.

Represent and analyze quantitative relationships between dependent and independent variables.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that offer practice working with two-digit numbers. Students choose from any stage of previously introduced centers.
Write Numbers
Grab and Count
Five in a Row
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from previous centers:
Write Numbers, Stages 1 and 2
Grab and count, Stage 2
Five in a Row, Stages 1–3
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
Student Facing
Choose a center.
Write Numbers
[IMG]
Grab and Count
[IMG]
Five in a Row
[IMG]
Activity Synthesis
“Mai is playing Grab and Count with her partner. She organized her cubes into 4 towers of 10 and 3 ones. Her partner organized her cubes into 2 towers of 10. How many cubes do they have together?”


correct_option_index: 32