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.


Standard options: 
A. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
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": "This task asks students to compare two fractions that are equal. The two fractions have different numerators and denominators (e.g. 1/4 and 3/12). The students need to explain why the two fractions are equal by drawing a picture, which involves using visual fraction models.",
  "answer": "A, B"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_000212

4
options: Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.

Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.
problem_activity: Task
Janine is planning on creating a water-based centerpiece for each of the 30 tables at her wedding reception. She has already purchased a cylindrical vase for each table. The radius of the vases is 6 cm and the height is 28 cm. She intends to fill them half way with water and then add a variety of colored marbles until the waterline is approximately three-quarters of the way up the cylinder. She can buy bags of 100 marbles in 2 different sizes, with radii of 9 mm or 12 mm. A bag of 9 mm marbles costs \$3 and a bag of 12 mm marbles costs \$4.
If Janine only bought 9 mm marbles how much would she spend on marbles for the whole reception? What if Janine only bought 12 mm marbles? (Note: $1\text{ cm}^3 = 1\text{ ml}$)
Janine's parents, who are paying for the wedding, have told her she can spend at most $d$ dollars on marbles.  Write a system of equalities and/or inequalities that she can use to determine how many marbles of each type she can buy.
Based on your answer to part (b), how many bags of each size marble should Janine buy if she has \$180 and wants to mix in as many small marbles as possible.


correct_option_index: 1