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: Measure lengths indirectly and by iterating length units.

Geometric measurement: understand concepts of angle and measure angles.

Convert like measurement units within a given measurement system.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Work with time and money.

Describe and compare measurable attributes.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Represent and interpret data.

Relate addition and subtraction to length.

Measure and estimate lengths in standard units.

Classify objects and count the number of objects in each category.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Tell and write time.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
problem_activity: Narrative
The purpose of this activity is for students to find the area of rectangles by counting squares. Larger rectangles provide more opportunities for students to practice counting strategies using the structure of the rectangles to group the individual squares (MP7). Rectangles in this activity lend themselves to show groups of twos, fives, or tens in rows or columns. Students may also see other ways to create equal groups within rectangles. For example, the second rectangle with an area of 30 square units can be seen as 3 groups of ten. If students finish quickly, encourage them to confirm the area by counting another way. Emphasize that each area is in square units.
MLR8 Discussion Supports.
Synthesis: For each observation that is shared, invite students to turn to a partner and restate what they heard, using precise mathematical language, such as area or square units.
Advances: Listening, Speaking
Launch
Groups of 2
Activity
“Find the area of each rectangle. Be ready to explain your reasoning.”
5–7 minutes: independent work time
Monitor for counting strategies such as:
Counting the squares in a row or a column and then skip-counting by that number for subsequent rows or columns.
Grouping by twos, fives, tens, or other numbers.
“Now share your strategies with your partner.”
2–3 minutes: partner discussion
Student Facing
Find the area of each rectangle and include the units. Explain or show your reasoning.
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Student Response
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for free access to Student Response.
Advancing Student Thinking
If students miscount the square units in the rectangles, consider asking:
“Tell me how you counted the squares.”
“How could you keep track of your count as you count the squares?”
Activity Synthesis
Invite 3–4 previously selected students to share how they found the area of one of the rectangles. Try to highlight a variety of strategies.
Consider asking, “Did your strategy change from rectangle to rectangle?”


correct_option_index: 12