few_shots: Example:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
[IMG]
Counters, 10 per pair of students
Decks of number cards 0-5 (with 4 of each number) or two 0-5 dice
Setup
This activity is done in pairs. The students sit side by side with 10-frame and deck of cards or dice. If they have cards, the cards are shuffled and placed face down in front of them.
Action
Player 1 flips a card or rolls the die. They place that many counters on the 10-frame. Player 2 flips a card or rolls the die. They place that many more counters on the 10-frame next to the counters already on the ten frame. The students count the total together.
A recording sheet can be added when the students have been introduced to equations and number sentences. For those students who can handle higher numbers, a deck of 0-10 cards and two 10-frames can be used.
This game can also be played alone.


Mathematical concept/skill options: 
A. Write and interpret numerical expressions.
B. Generate and analyze patterns.
C. Analyze patterns and relationships.
D. Use properties of operations to generate equivalent expressions.
E. Use the four operations with whole numbers to solve problems.
F. Work with radicals and integer exponents.
G. Solve systems of equations.
H. Represent and solve problems involving multiplication and division.
I. Perform arithmetic operations on polynomials.
J. Understand the relationship between zeros and factors of polynomials.
K. Understand properties of multiplication and the relationship between multiplication and division.
L. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
M. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
N. Use polynomial identities to solve problems.
O. Apply and extend previous understandings of arithmetic to algebraic expressions.
P. Rewrite rational expressions.
Q. Interpret the structure of expressions.
R. Add and subtract within 20.
S. Analyze and solve linear equations and pairs of simultaneous linear equations.
T. Represent and analyze quantitative relationships between dependent and independent variables.
U. Solve equations and inequalities in one variable.
V. Create equations that describe numbers or relationships
W. Reason about and solve one-variable equations and inequalities.
X. Represent and solve equations and inequalities graphically.
Y. Understand solving equations as a process of reasoning and explain the reasoning.
Z. Understand and apply properties of operations and the relationship between addition and subtraction.
AA. Gain familiarity with factors and multiples.
AB. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
AC. Work with addition and subtraction equations.
AD. Multiply and divide within 100.
AE. Work with equal groups of objects to gain foundations for multiplication.
AF. Represent and solve problems involving addition and subtraction.
AG. Write expressions in equivalent forms to solve problems.
AH. Understand the connections between proportional relationships, lines, and linear equations.


Your response, in json format:
{
  "explanation": "This task teaches students to understand addition as putting together counters, or adding to already placed counters.",
  "answer": "AB"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_001477

K
options: Represent and solve problems involving addition and subtraction.

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

Analyze patterns and relationships.

Create equations that describe numbers or relationships

Add and subtract within 20.

Work with radicals and integer exponents.

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

Perform arithmetic operations on polynomials.

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

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

Reason about and solve one-variable equations and inequalities.

Interpret the structure of expressions.

Solve systems of equations.

Understand the relationship between zeros and factors of polynomials.

Gain familiarity with factors and multiples.

Multiply and divide within 100.

Use the four operations with whole numbers to solve problems.

Represent and solve equations and inequalities graphically.

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

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

Generate and analyze patterns.

Rewrite rational expressions.

Work with addition and subtraction equations.

Use properties of operations to generate equivalent expressions.

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving multiplication and division.

Use polynomial identities to solve problems.

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

Write and interpret numerical expressions.

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve equations and inequalities in one variable.
problem_activity: Problem 1
A balance is shown below.
[IMG]
a.   Describe how you can use the balance to find the value of
$$x$$
.
b.   Write an equation to represent the situation shown in the balance.
c.   Use the equation to model the actions you did in part A with the balance.
d.   Repeat parts A–C using the balance shown below.
[IMG]
Problem 2
Yoshiro has a new puppy. She decides to create an enclosure for her puppy in her backyard. The enclosure is in the shape of a hexagon, with one pair of opposite sides running the same distance along the length of two parallel flowerbeds. A sketch of the enclosure is shown below.
[IMG]
If the perimeter of the enclosure is 137 feet, what is the length of each side that runs along the flowerbed, labeled
$$n$$
in the diagram? Write an equation to represent the situation, and solve using algebraic properties.
Problem 3
Solve the equations:
a.
$${12(x-2)=72}$$
b.
$${- {1\over3}x+4=-2}$$
c.
$${5.6-2p=13}$$


correct_option_index: 18