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

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

Generate and analyze patterns.

Understand the relationship between zeros and factors of polynomials.

Rewrite rational expressions.

Gain familiarity with factors and multiples.

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

Interpret the structure of expressions.

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

Use the four operations with whole numbers to solve problems.

Create equations that describe numbers or relationships

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Use polynomial identities to solve problems.

Perform arithmetic operations on polynomials.

Multiply and divide within 100.

Represent and solve problems involving multiplication and division.

Work with radicals and integer exponents.

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

Reason about and solve one-variable equations and inequalities.

Add and subtract within 20.

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

Solve equations and inequalities in one variable.

Use properties of operations to generate equivalent expressions.

Write and interpret numerical expressions.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Write expressions in equivalent forms to solve problems.

Analyze patterns and relationships.

Represent and solve problems involving addition and subtraction.

Work with addition and subtraction equations.

Solve systems of equations.

Represent and solve equations and inequalities graphically.
problem_activity: Task
Fishing Adventures rents small fishing boats to tourists for day-long fishing trips. Each boat can only carry 1200 pounds of people and gear for safety reasons. Assume the average weight of a person is 150 pounds. Each group will require 200 lbs of gear for the boat plus 10 lbs of gear for each person.
Create an inequality describing the restrictions on the number of people possible in a rented boat. Graph the solution set.
Several groups of people wish to rent a boat. Group 1 has 4 people. Group 2 has 5 people. Group 3 has 8 people. Which of the groups, if any, can safely rent a boat? What is the maximum number of people that may rent a boat?


correct_option_index: 8