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: Use the four operations with whole numbers to solve problems.

Solve systems of equations.

Use polynomial identities to solve problems.

Write and interpret numerical expressions.

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

Work with radicals and integer exponents.

Add and subtract within 20.

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

Generate and analyze patterns.

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

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

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

Write expressions in equivalent forms to solve problems.

Create equations that describe numbers or relationships

Represent and solve problems involving multiplication and division.

Reason about and solve one-variable equations and inequalities.

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

Use properties of operations to generate equivalent expressions.

Solve equations and inequalities in one variable.

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

Rewrite rational expressions.

Understand the relationship between zeros and factors of polynomials.

Work with addition and subtraction equations.

Gain familiarity with factors and multiples.

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

Perform arithmetic operations on polynomials.

Interpret the structure of expressions.

Analyze patterns and relationships.

Multiply and divide within 100.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and solve problems involving addition and subtraction.

Represent and solve equations and inequalities graphically.
problem_activity: Narrative
The purpose of this activity is for students to practice division within 100 by playing a game called Race to 1. The goal of the game is to repeatedly divide numbers until they reach one.
Engagement: Develop Effort and Persistence.
Check in and provide each group with feedback that encourages collaboration and community.
Supports accessibility for: Social-Emotional Functioning, Organization
Required Materials
Materials to Gather
Number cubes
Launch
Groups of 2
“Take a minute to read the directions for Race to 1.”
1 minute: quiet think time
“Let’s look at a sample game. Jada rolled a 3 on her first turn, then rolled 2 a few times afterwards. Talk with your partner about what her next move should be if she rolls 2 on her next turn.” (She should divide 4 or 6 by 2 because those moves get her really close to one.)
1 minute: partner discussion
Share responses.
Give each group a number cube.
Activity
“Play Race to 1 with your partner.”
10–15 minutes: partner work time
If students finish early, have them play again. Students can fill in the same numbers from the first game at the top of the columns of the second game or use the numbers 24, 36, 48, and 72 for a challenge.
Student Facing
Directions for Race to 1
On your first turn:
Roll a number cube. The number you roll is your divisor. (If you roll a 5, roll again.)
Choose one number from the top row of your table. Divide it by your divisor.
Write a division expression and record the quotient in the table. Your turn is done.
On all your other turns:
Roll a number cube. The number you roll is your divisor. (If you roll a 5, roll again.)
Choose either a quotient from one of your past turns or a new number from the top row of the table. Divide it by your divisor.
Write a division expression and record the quotient in the table.
The first player to get a quotient of 1 wins.
Sample Game
Jada rolled 3 on her first turn, then rolled 2 a few times afterwards.
|    start number     |     12      |     16      | 18 |     24      |
|---------------------|-------------|-------------|----|-------------|
| division expression | \(12\div3\) | \(16\div2\) |    | \(24\div2\) |
|      quotient       |      4      |      8      |    |     12      |
| division expression |             |             |    | \(12\div2\) |
|      quotient       |             |             |    |      6      |
| division expression |             |             |    |             |
|      quotient       |             |             |    |             |
Game 1
|    start number     | 12 | 16 | 18 | 24 |
|---------------------|----|----|----|----|
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
| division expression |    |    |    |    |
|      quotient       |    |    |    |    |
Game 2
|    start number     |   |   |   |   |
|---------------------|---|---|---|---|
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
| division expression |   |   |   |   |
|      quotient       |   |   |   |   |
Activity Synthesis
“How was having an efficient way to divide helpful as you played Race to 1?” (I had to decide which number I was going to divide, so it was helpful to be able to do it quickly. I had to divide a few times on each turn.)
“What was a helpful strategy as you played Race to 1?” (I had to think about which number I could divide by the number I rolled. I divided the smallest number by the largest divisor to try to get to the quotient to be as small as possible so I could get to 1 first.)


correct_option_index: 30