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: Reason about and solve one-variable equations and inequalities.

Use polynomial identities to solve problems.

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving addition and subtraction.

Write expressions in equivalent forms to solve problems.

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

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

Generate and analyze patterns.

Represent and solve problems involving multiplication and division.

Interpret the structure of expressions.

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

Create equations that describe numbers or relationships

Gain familiarity with factors and multiples.

Solve equations and inequalities in one variable.

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

Work with addition and subtraction equations.

Add and subtract within 20.

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

Use the four operations with whole numbers to solve problems.

Solve systems of equations.

Multiply and divide within 100.

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

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

Rewrite rational expressions.

Write and interpret numerical expressions.

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

Use properties of operations to generate equivalent expressions.

Analyze patterns and relationships.

Perform arithmetic operations on polynomials.

Represent and solve equations and inequalities graphically.

Work with radicals and integer exponents.

Apply and extend previous understandings of arithmetic to algebraic expressions.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for multiplying a one-digit number and a two-digit number, which will be helpful later in this lesson when students continue to practice multiplying within 100.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(4\times10\)
\(4\times20\)
\(4\times21\)
\(4\times24\)
Student Response
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Activity Synthesis
“How did you figure out the more challenging products?” (Once I knew
\(4\times20\)
, I was able to build on it to find
\(4\times21\)
and
\(4\times24\)
by just adding more fours. I knew that 4 groups of 25 make 100, so I took away 4 to find 4 groups of 24.)


correct_option_index: 22