few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response, in json format:
{
  "explanation": "This problem involves understanding fractions, multiplication, and division.",
  "answer": "A"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Solve systems of equations.

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

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

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

Use polynomial identities to solve problems.

Represent and solve problems involving multiplication and division.

Understand the relationship between zeros and factors of polynomials.

Solve equations and inequalities in one variable.

Multiply and divide within 100.

Interpret the structure of expressions.

Use the four operations with whole numbers to solve problems.

Represent and solve equations and inequalities graphically.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Generate and analyze patterns.

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.

Work with radicals and integer exponents.

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

Rewrite rational expressions.

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

Work with addition and subtraction equations.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Create equations that describe numbers or relationships

Represent and solve problems involving addition and subtraction.

Add and subtract within 20.

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

Perform arithmetic operations on polynomials.

Write and interpret numerical expressions.

Gain familiarity with factors and multiples.

Write expressions in equivalent forms to solve problems.

Use properties of operations to generate equivalent expressions.

Analyze patterns and relationships.
problem_activity: Narrative
The purpose of this activity is for students to experience center choice time for the first time. Students choose from activities that offer practice counting up to 20 objects or adding within 10. Students choose from previously introduced centers and are encouraged to choose the center that will be most helpful for them at this time.
Counting Collections
Number Race
Check it Off
Five in a Row: Addition and Subtraction
Students will choose from these centers throughout the section. Keep materials from these centers organized to use each day.
Engagement: Provide Access by Recruiting Interest.
Use visible timers or audible alerts to help students anticipate and prepare to transition between center activities.
Supports accessibility for: Social-Emotional Functioning, Organization
Required Materials
Materials to Gather
10-frames
Materials from previous centers
Two-color counters
Required Preparation
Gather materials from previous centers:
Counting Collections, Stage 1
Number Race, Stage 3
Check it Off, Stage 1
Five in a Row: Addition and Subtraction, Stage 1
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
8 minutes: center work time
“Choose what you would like to do next.”
8 minutes: center work time
Student Facing
Choose a center.
Counting Collections
[IMG]
Number Race
[IMG]
Check it Off
[IMG]
Five in a Row: Addition and Subtraction
[IMG]
Activity Synthesis
“How did you and your partner work well together during centers today?”


correct_option_index: 26