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.


Topic options: 
A. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
B. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
C. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
D. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
E. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
H. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
I. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
J. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
K. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.


Your response, in json format:
{
  "explanation": "In this problem, students learn to recognize equivalent fractions. Each lap around the school is 1/4 mile, while each lap around the playground is 1/12 mile. Three laps around the playground is 3/12 mile, which is equivalent to 1/4.",
  "answer": "D"
}

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_000212

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options: Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
problem_activity: Narrative
This Info Gap activity gives students an opportunity solve problems about data represented on line plots. In both sets of cards, there is a partially complete line plot and some missing data.
For the first set of cards, the problem card has the missing data and the data card has a partially complete line plot. Monitor for students who:
request all the information on the data card and create a complete line plot which they may use to answer the question
only request the information they need to answer the question about the heaviest apricot and the most common weight
For the second set of cards, the problem card has the partially complete line plot and the data card has information to determine the missing data. Here students will likely need to communicate with each other as the information about the most common weight is vital to solve the problem, but the student with the problem card may not think to ask about this.
The Info Gap allows students to refine the language they use and ask increasingly more precise questions until they get the information they need (MP6).
Representation: Access for Perception.
Provide appropriate reading accommodations and supports to ensure student access to written directions, word problems, and other text-based content.
Supports accessibility for: Conceptual Processing, Memory
Required Materials
Materials to Copy
Info Gap: Picking Fruit
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
MLR4 Information Gap
Recall, if necessary, the steps of the info gap routine.
“I will give you either a problem card or a data card. Silently read your card. Do not read or show your card to your partner.”
Distribute the first set of cards.
Remind students that after the person with the problem card asks for a piece of information, the person with the data card should respond with: “Why do you need to know (restate the information requested)?”
Activity
8–10 minutes: partner work time
After students solve the first problem, distribute the next set of cards. Students switch roles and repeat the process with Problem Card 2 and Data Card 2.
Student Facing
Your teacher will give you either a problem card or a data card. Do not show or read your card to your partner.
Pause here so your teacher can review your work.
Ask your teacher for a new set of cards and repeat the activity, trading roles with your partner.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“What kinds of questions were the most useful to ask?”
(Card 1: I asked for the heaviest apricot and then realized it was one of the ones on my card. Then I asked for the most common weight and could solve the problem.
Card 2: I needed to find out what the rest of the apricot weights were. I tried asking for that but my partner did not have that information. My partner told me she had some information about the heaviest apricot and the most common weight and once I found that out I was able to solve the problem.)
Invite students to share their strategy for solving one of the problems.
Consider asking “Did anyone solve the problem in a different way?”


correct_option_index: 3

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