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: Multiply and divide within 100.

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

Use the four operations with whole numbers to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Use properties of operations to generate equivalent expressions.

Work with radicals and integer exponents.

Understand the relationship between zeros and factors of polynomials.

Work with addition and subtraction equations.

Represent and solve problems involving multiplication and division.

Use polynomial identities to solve problems.

Perform arithmetic operations on polynomials.

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

Solve systems of equations.

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

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

Rewrite rational expressions.

Write expressions in equivalent forms to solve problems.

Gain familiarity with factors and multiples.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve equations and inequalities in one variable.

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

Add and subtract within 20.

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

Reason about and solve one-variable equations and inequalities.

Interpret the structure of expressions.

Create equations that describe numbers or relationships

Analyze patterns and relationships.

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

Generate and analyze patterns.

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

Represent and solve problems involving addition and subtraction.

Write and interpret numerical expressions.

Represent and solve equations and inequalities graphically.
problem_activity: Narrative
The purpose of this activity is for students to solve a Put Together/Take Apart, Both Addends Unknown story problem about dates stuffed with cheese or almonds in more than one way. In the activity synthesis, students share their solutions. As students share, record their drawings and solutions systematically, as shown:
1 cheese, 7 almond
2 cheese, 6 almond
3 cheese, 5 almond
4 cheese, 4 almond
5 cheese, 3 almond
6 cheese, 2 almond
7 cheese, 1 almond
Only record solutions that students find for the problem. Leave an empty space if a combination isn’t shared.
In the lesson synthesis, students discuss whether a solution of 3 dates stuffed with cheese and 5 dates stuffed with almonds is the same solution as 5 dates stuffed with cheese and 3 dates stuffed with almonds. The purpose of the question is for students to think about and discuss what decompositions of numbers mean in context (MP2, MP6). There is no correct answer to the question. Some students may determine that both solutions are the same because they both showed 5 and 3 while other students may determine that the solutions are different because there are different numbers of dates stuffed with cheese and dates stuffed with almonds (MP3).
Representation: Internalize Comprehension.
Synthesis: Reiterate the fact that in this problem there is more than one answer. Make a connection between the solutions that were found and that they all add up to the same total number of dates.
Supports accessibility for: Conceptual Processing
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to connecting cubes or two-color counters.
Read and display the task statement.
“Tell your partner what happened in the story.”
30 seconds: quiet think time
1 minute: partner discussion
“What are we trying to figure out?” (How many of the dates were stuffed with cheese and how many of the dates were stuffed with almonds?)
30 seconds: quiet think time
1 minute: partner discussion
“Show your thinking using drawings, numbers, words, or objects.”
Activity
2 minutes: quiet work time
2 minutes: partner discussion
“Write an expression to show how many of the dates were stuffed with cheese and how many were stuffed with almonds.”
1 minute: independent work time
“As you walk around, look to see if you can find other ways to solve the story problem.”
5 minutes: gallery walk
Student Facing
Andre and his older brother have 8 dates.
They stuff some of the dates with cheese.
They stuff the rest of the dates with almonds.
How many of the dates did they stuff with cheese?
Then how many of the dates did they stuff with almonds?
Expression: _______________________________
[IMG]
[IMG]
Student Response
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Activity Synthesis
Invite students to share their solution or solutions they found during the gallery walk. Record student solutions as explained in the activity narrative.
“What do you notice? What do you wonder?” (2 and 6 is there but not 6 and 2. When it’s 4 and 4, there are the same number of cheese dates and almond dates. The first numbers are getting bigger and the second numbers are getting smaller.)
“Are there any other ways that we can solve the problem? What makes you think that?”
Record each student solution with an equation.


correct_option_index: 12