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: Write expressions in equivalent forms to solve problems.

Use polynomial identities to solve problems.

Solve equations and inequalities in one variable.

Understand the relationship between zeros and factors of polynomials.

Work with radicals and integer exponents.

Represent and solve equations and inequalities graphically.

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

Write and interpret numerical expressions.

Reason about and solve one-variable equations and inequalities.

Use the four operations with whole numbers to solve problems.

Multiply and divide within 100.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Gain familiarity with factors and multiples.

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

Represent and solve problems involving multiplication and division.

Perform arithmetic operations on polynomials.

Analyze patterns and relationships.

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

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

Use properties of operations to generate equivalent expressions.

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

Add and subtract within 20.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve systems of equations.

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

Work with addition and subtraction equations.

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

Rewrite rational expressions.

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

Create equations that describe numbers or relationships

Interpret the structure of expressions.

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

Represent and solve problems involving addition and subtraction.

Generate and analyze patterns.
problem_activity: The first number in a pattern is 5. The pattern rule is to add 6.
a.   Fill in the blanks below to write up to the seventh term in the pattern.
5, ___, ___, ___, ___, ___, ___
b.   Why are all of the numbers in the pattern in Part (a) odd?


correct_option_index: 33