few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

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. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. 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.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response, in json format:
{
  "explanation": "This problem involves understanding fractions as numbers by comparing their quantities.",
  "answer": "F"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Work with radicals and integer exponents.

Write expressions in equivalent forms to solve problems.

Add and subtract within 20.

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

Generate and analyze patterns.

Represent and solve equations and inequalities graphically.

Interpret the structure of expressions.

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

Create equations that describe numbers or relationships

Represent and solve problems involving multiplication and division.

Reason about and solve one-variable equations and inequalities.

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

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving addition and subtraction.

Perform arithmetic operations on polynomials.

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

Use polynomial identities to solve problems.

Multiply and divide within 100.

Solve equations and inequalities in one variable.

Gain familiarity with factors and multiples.

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

Solve systems of equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

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

Rewrite rational expressions.

Understand the relationship between zeros and factors of polynomials.

Work with addition and subtraction equations.

Use properties of operations to generate equivalent expressions.

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

Write and interpret numerical expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Analyze patterns and relationships.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.
problem_activity: Warm-up
This warm-up begins where students left off at the end of the previous lesson, considering how to multiply strategically to “clear the denominators” in a rational equation. The purpose of this warm-up is to elicit the idea that when multiplying to clear denominators, we only need to multiply by the least common denominator shared by the different terms in the expression. This idea will be used in the following activities as students solve rational equations and investigate extra solutions that sometimes arise in the solving process.
While students may notice and wonder many things about these images, the multiplication by
\(x(x+2)\)
and not
\(x(x+2)^2\)
(the result of multiplying together all the denominators) is the important discussion point.
Launch
Display the partially solved equation for all to see. Ask students to think of at least one thing they notice and at least one thing they wonder. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice and wonder with their partner, followed by a whole-class discussion.
Student Facing
What do you notice? What do you wonder?
\(\displaystyle \begin{align} \frac{3}{x(x-2)} &= \frac{2x+1}{x-2} \\ \frac{3}{x(x-2)} \boldcdot x(x-2) &= \frac{2x+1}{x-2} \boldcdot x(x-2) \\ 3 &= 2x^2 + x \\ 0 &= 2x^2+x-3 \\ \end{align}\)
Student Response
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Activity Synthesis
Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the image. After all responses have been recorded without commentary or editing, ask students, “Is there anything on this list that you are wondering about now?” Encourage students to respectfully disagree, ask for clarification, or point out contradicting information. If students do not recall or have not heard the phrase “clearing the denominators” for this type of multiplying, tell them it is a useful description for the first few steps shown.
If time allows, have students finish solving for
\(x\)
by either using the quadratic formula or factoring (-1.5, 1).


correct_option_index: 29