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: Solve equations and inequalities in one variable.

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

Reason about and solve one-variable equations and inequalities.

Perform arithmetic operations on polynomials.

Represent and analyze quantitative relationships between dependent and independent variables.

Multiply and divide within 100.

Generate and analyze patterns.

Represent and solve problems involving multiplication and division.

Write and interpret numerical expressions.

Solve systems of equations.

Use properties of operations to generate equivalent expressions.

Analyze patterns and relationships.

Work with radicals and integer exponents.

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

Represent and solve problems involving addition and subtraction.

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Create equations that describe numbers or relationships

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Represent and solve equations and inequalities graphically.

Write expressions in equivalent forms to solve problems.

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

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

Rewrite rational expressions.

Use the four operations with whole numbers to solve problems.

Use polynomial identities to solve problems.

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

Understand the relationship between zeros and factors of polynomials.

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

Add and subtract within 20.

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

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

Interpret the structure of expressions.
problem_activity: Task
Susan has an ear infection. The doctor prescribes a course of antibiotics. Susan is told to take 250 mg doses of the antibiotic regularly every 12 hours for 20 days.
Susan is curious and wants to know how much of the drug will be in her body over the course of the 20 days. She does some research online and finds out that at the end of 12 hours, about 4% of the drug is still in the body.
What quantity of the drug is in the body right after the first dose, the second dose, the third dose, the fourth dose?
When will the total amount of the antibiotic in Susan’s body be the highest? What is that amount?
Answer Susan's original question: Describe how much of the drug will be in her body at various points over the course of the 20 days.


correct_option_index: 21