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: Generate and analyze patterns.

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

Create equations that describe numbers or relationships

Use polynomial identities to solve problems.

Interpret the structure of expressions.

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

Solve systems of equations.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Gain familiarity with factors and multiples.

Reason about and solve one-variable equations and inequalities.

Analyze patterns and relationships.

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

Represent and solve problems involving multiplication and division.

Understand the relationship between zeros and factors of polynomials.

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

Write and interpret numerical expressions.

Write expressions in equivalent forms to solve problems.

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

Multiply and divide within 100.

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving addition and subtraction.

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

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Perform arithmetic operations on polynomials.

Add and subtract within 20.

Rewrite rational expressions.

Use properties of operations to generate equivalent expressions.

Solve equations and inequalities in one variable.

Represent and solve equations and inequalities graphically.

Work with addition and subtraction equations.

Work with radicals and integer exponents.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
problem_activity: Task
A government buys $x$ fighter planes at $z$ dollars each,
and $y$ tons of wheat at $w$ dollars each. It spends a total of $B$
dollars, where $B = xz + yw$. In (a)–(c), write an
equation whose solution is the given quantity.
The number of tons of wheat the government can afford to buy if it
spends a total of \$100 million, wheat costs  \$300 per ton, and it must
buy 5 fighter planes at \$15 million each.
The price of fighter planes if the government bought 3 of them, in addition to $10,\!000$ tons of wheat at \$500 a ton, for a total of \$50 million.
The price of a ton of wheat, given that a fighter plane costs $100,\!000$ times as much as a ton of wheat, and that the government bought 20 fighter planes
and $15,\!000$ tons of wheat for a total cost of
\$90 million.


correct_option_index: 2