few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

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. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. 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.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response, in json format:
{
  "explanation": "This problem involves understanding fractions as numbers by comparing their quantities.",
  "answer": "F"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Represent and analyze quantitative relationships between dependent and independent variables.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Use polynomial identities to solve problems.

Rewrite rational expressions.

Write expressions in equivalent forms to solve problems.

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

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

Solve equations and inequalities in one variable.

Work with addition and subtraction equations.

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

Create equations that describe numbers or relationships

Add and subtract within 20.

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

Perform arithmetic operations on polynomials.

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

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

Solve systems of equations.

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving addition and subtraction.

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving multiplication and division.

Interpret the structure of expressions.

Represent and solve equations and inequalities graphically.

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

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

Work with radicals and integer exponents.

Reason about and solve one-variable equations and inequalities.

Multiply and divide within 100.

Gain familiarity with factors and multiples.

Write and interpret numerical expressions.

Analyze patterns and relationships.

Generate and analyze patterns.

Use properties of operations to generate equivalent expressions.
problem_activity: Stage 2: Factors 1–9
Required Preparation
Materials to Gather
Paper clips
Two-color counters
Materials to Copy
Blackline Masters
Five in a Row Multiplication and Division Stage 2 Gameboard

Narrative
Students multiply using factors of 1–9. Partner A chooses two numbers and places a paper clip on each number. They multiply the numbers and place a counter on the product. Partner B moves one of the paper clips to a different number, multiplies the numbers, and places a counter on the product. Students take turns moving one paper clip, finding the product, and covering it with a counter.
Additional Information
Each group of 2 needs 25 two-color counters and 2 paper clips.


correct_option_index: 28