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: Represent and solve problems involving multiplication and division.

Use properties of operations to generate equivalent expressions.

Work with addition and subtraction equations.

Generate and analyze patterns.

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

Represent and solve equations and inequalities graphically.

Rewrite rational expressions.

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

Multiply and divide within 100.

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.

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

Represent and solve problems involving addition and subtraction.

Create equations that describe numbers or relationships

Analyze patterns and relationships.

Use polynomial identities to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

Understand the relationship between zeros and factors of polynomials.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve systems of equations.

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

Write expressions in equivalent forms to solve problems.

Work with radicals and integer exponents.

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

Interpret the structure of expressions.

Gain familiarity with factors and multiples.

Reason about and solve one-variable equations and inequalities.

Write and interpret numerical expressions.

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

Add and subtract within 20.

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

Solve equations and inequalities in one variable.

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

Perform arithmetic operations on polynomials.
problem_activity: Narrative
The purpose of this How Many Do You See is for students to subitize or use grouping strategies to describe the images they see.
When students notice that dots are being added on with each image, they look for and make use of structure (MP7).
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash image.
30 seconds: quiet think time
Activity
Display image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Repeat for each image.
Student Facing
How many do you see?
How do you see them?
[IMG]
[IMG]
[IMG]
[IMG]
Student Response
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Activity Synthesis
Display the first and third images.
“What changed from the first group of dots to the third group of dots.” (2 more dots were added.)
“The third group has 4 dots and 2 more dots. We can write that as ‘4 and 2’ or ‘
\(4 + 2\)
’.”


correct_option_index: 9