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

Generate and analyze patterns.

Gain familiarity with factors and multiples.

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

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

Create equations that describe numbers or relationships

Represent and solve problems involving addition and subtraction.

Use properties of operations to generate equivalent expressions.

Work with addition and subtraction equations.

Use the four operations with whole numbers to solve problems.

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

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

Write and interpret numerical expressions.

Represent and solve equations and inequalities graphically.

Represent and analyze quantitative relationships between dependent and independent variables.

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

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

Rewrite rational expressions.

Solve equations and inequalities in one variable.

Work with radicals and integer exponents.

Solve systems of equations.

Reason about and solve one-variable equations and inequalities.

Interpret the structure of expressions.

Perform arithmetic operations on polynomials.

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

Understand the relationship between zeros and factors of polynomials.

Use polynomial identities to solve problems.

Multiply and divide within 100.

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

Write expressions in equivalent forms to solve problems.

Analyze patterns and relationships.

Represent and solve problems involving multiplication and division.

Add and subtract within 20.

Apply and extend previous understandings of arithmetic to algebraic expressions.
problem_activity: Stage 2: Subtract from 20
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 2 Recording Sheet

Narrative
Before playing, students remove the cards that show the number 10 and set them aside.
Each student picks 4 cards and chooses 2 or 3 to subtract from 20 to get close to 0. The student whose difference is closest to 0 wins a point for the round. Students pick new cards so that they have 4 cards in their hand and then start the next round.


correct_option_index: 32