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

Understand congruence in terms of rigid motions.

Apply geometric concepts in modeling situations.

Reason with shapes and their attributes.

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

Understand similarity in terms of similarity transformations.

Experiment with transformations in the plane.

Understand and apply theorems about circles.

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

Use coordinates to prove simple geometric theorems algebraically.

Explain volume formulas and use them to solve problems.

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

Make geometric constructions.

Define trigonometric ratios and solve problems involving right triangles.

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

Prove theorems involving similarity.

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

Understand congruence and similarity using physical models, transparencies, or geometry software.

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

Apply trigonometry to general triangles.

Find arc lengths and areas of sectors of circles.

Prove geometric theorems.

Understand and apply the Pythagorean Theorem.

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

Analyze, compare, create, and compose shapes.

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

Translate between the geometric description and the equation for a conic section.
problem_activity: Samuel is at the top of a tower and will ride a trolley down a zip line to a lower tower. The total vertical drop of the zip line is 40 feet. The zip line’s angle of elevation from the lower tower is 11.5°. Sam’s friend is not going to zip-line but wants to walk along the ground from the tall tower to the lower tower. How far will Sam’s friend walk to meet him?


correct_option_index: 13