few_shots: Example:
Problem/activity:
Problem 1
The table below contains single equations in a single variable, single equations in two variables, and pairs of simultaneous equations in two variables. Check the appropriate box to show whether there is no solution, exactly 1 solution, or if there is an infinite number of solutions.
|                                                          | **           No solution          ** | **           Exactly 1 solution          ** | **           Infinite number of solutions          ** |
|----------------------------------------------------------|--------------------------------------|---------------------------------------------|-------------------------------------------------------|
|                       $${9=4x+7}$$                       |                                      |                                             |                                                       |
|                       $${y=3y+5}$$                       |                                      |                                             |                                                       |
|                    $${y={x\over2}}$$                     |                                      |                                             |                                                       |
|                     $${3x+6y-9=0}$$                      |                                      |                                             |                                                       |
|    $${x=y}$$                        $${1.25x=1.25y}$$    |                                      |                                             |                                                       |
| $${9.9=6x+8y}$$                        $${9x=2.5y-8.8}$$ |                                      |                                             |                                                       |
| $${11x-2y=1.5}$$                        $${11x-2y=2.5}$$ |                                      |                                             |                                                       |
Problem 2
Kim has a small container and a large container as shown.
[IMG]
It takes 16 of the small containers to fill the large container. Three small containers leave 1.95 gallons of space in the big container.
What is the size of each of the two containers?


Mathematical concept/skill options: 
A. Write expressions in equivalent forms to solve problems.
B. Understand properties of multiplication and the relationship between multiplication and division.
C. Interpret the structure of expressions.
D. Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
E. Use polynomial identities to solve problems.
F. Understand the relationship between zeros and factors of polynomials.
G. Write and interpret numerical expressions.
H. Work with equal groups of objects to gain foundations for multiplication.
I. Perform arithmetic operations on polynomials.
J. Create equations that describe numbers or relationships
K. Generate and analyze patterns.
L. Analyze and solve linear equations and pairs of simultaneous linear equations.
M. Understand solving equations as a process of reasoning and explain the reasoning.
N. Apply and extend previous understandings of arithmetic to algebraic expressions.
O. Rewrite rational expressions.
P. Represent and solve problems involving multiplication and division.
Q. Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
R. Reason about and solve one-variable equations and inequalities.
S. Understand and apply properties of operations and the relationship between addition and subtraction.
T. Understand the connections between proportional relationships, lines, and linear equations.
U. Multiply and divide within 100.
V. Gain familiarity with factors and multiples.
W. Use the four operations with whole numbers to solve problems.
X. Work with addition and subtraction equations.
Y. Represent and solve problems involving addition and subtraction.
Z. Solve problems involving the four operations, and identify and explain patterns in arithmetic.
AA. Solve equations and inequalities in one variable.
AB. Solve systems of equations.
AC. Represent and analyze quantitative relationships between dependent and independent variables.
AD. Work with radicals and integer exponents.
AE. Represent and solve equations and inequalities graphically.
AF. Analyze patterns and relationships.
AG. Use properties of operations to generate equivalent expressions.
AH. Add and subtract within 20.


Your response, in json format:
{
  "explanation": "This set of problems involves solving linear equations and pairs of linear equations.",
  "answer": "L"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001392

8
options: Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Understand place value.

Understand the place value system.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Use place value understanding and properties of operations to add and subtract.

Extend the counting sequence.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Work with numbers 11–19 to gain foundations for place value.
problem_activity: Narrative
The purpose of this activity is for students to find the unknown addend in an equation in a way that makes sense to them and compare their methods. In the launch, students are introduced to base-ten blocks and compare them to connecting cubes. During the launch, students should be given time to observe the image and touch the connecting cubes and base-ten blocks.
Students may find the unknown addend using any method that makes sense to them. Monitor and select students with the following methods to share in the synthesis:
count on or count back using connecting cubes or base-ten blocks
use base-ten blocks to show combining or separating tens and ones
use base-ten drawings to show combining or separating tens and ones
Students have the opportunity in the activity and the activity synthesis to consider the available tools and make a choice that best helps them find the unknown addend (MP5). To support student reflection on the utility of each tool, provide each group with towers of ten connecting cubes, but not enough to represent the numbers in the equation without needing to create new towers of ten.
MLR8 Discussion Supports.
When groups compare methods, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Display the sentence frame: “I heard you say . . . .” Original speakers can agree or clarify for their partner.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Base-ten blocks
Connecting cubes
Required Preparation
Each group of 2 needs 90
–100 connecting cubes, but
no more than 3
–
5 towers of 10 cubes should be included in their collection. Break apart any extra towers for this activity.
Launch
Groups of 2
Give each group towers of 10, single connecting cubes, and base-ten blocks.
Display the image.
“Each group has some connecting cubes and some base-ten blocks.”
“What is the same and what is different between these tools?” (They both are cubes or towers of cubes. The connecting cubes are in towers of 10, single cubes, and some are in towers of different sizes. The blocks are only in tens and ones. The blocks in tens do not come apart.)
1 minute: quiet think time
1 minute: partner discussion
Share responses.
Activity
“Work together to find the number that makes the equation true. You can use the connecting cubes, base-ten blocks, or other representations to help find the number or show your thinking. Be prepared to explain your thinking.”
6 minutes: partner work time
As students work, consider asking:
“Why did you choose this tool?”
“How did you find the number that makes the equation true?”
“What is another way you could use this tool to find the unknown number?”
“Now compare your method with another group. How are your methods the same? How are they different?”
2 minutes: group discussion
Student Facing
[IMG]
What is the same and what is different between these tools?
Find the number that makes the equation true. Show your thinking using the cubes, blocks, or drawings.
\(41 + \underline{\phantom{\hspace{1.05cm}}}=84\)
Student Response
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Activity Synthesis
Invite previously identified groups to share their methods in the given order.
Consider asking:
“Why did you choose this tool to help you find the number?”
“How are the methods the same? How are they different?” (Some methods are the same, they just used different tools to show it. Some methods used the same tool, but are different because one group added tens and ones to find the unknown number, but another group took away tens and ones to find the unknown number.)


correct_option_index: 5