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:
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: Multiply and divide within 100.

Write and interpret numerical expressions.

Represent and solve problems involving multiplication and division.

Represent and solve equations and inequalities graphically.

Interpret the structure of expressions.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Use the four operations with whole numbers to solve problems.

Solve systems of equations.

Create equations that describe numbers or relationships

Reason about and solve one-variable equations and inequalities.

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

Gain familiarity with factors and multiples.

Rewrite rational expressions.

Analyze patterns and relationships.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Generate and analyze patterns.

Use polynomial identities to solve problems.

Understand the relationship between zeros and factors of polynomials.

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

Use properties of operations to generate equivalent expressions.

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

Represent and solve problems involving addition and subtraction.

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

Add and subtract within 20.

Work with addition and subtraction equations.

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

Solve equations and inequalities in one variable.

Write expressions in equivalent forms to solve problems.

Work with radicals and integer exponents.

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

Perform arithmetic operations on polynomials.

Understand solving equations as a process of reasoning and explain the reasoning.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that focus on adding and subtracting within 10. Students choose from any stage of previously introduced centers and are encouraged to choose the center that will be most helpful for them at this time.
What’s Behind My Back
Check it Off
Five in a Row: Addition and Subtraction
Find the Pair
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from previous centers:
What's Behind My Back, Stage 2
Check it Off, Stages 1 and 2
Five in a Row: Addition and Subtraction, Stages 1 and 2
Find the Pair, Stage 2
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.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
Student Facing
Choose a center.
What’s Behind My Back
[IMG]
Check it Off
[IMG]
Five in a Row: Addition and Subtraction
[IMG]
Find the Pair
[IMG]
Activity Synthesis
“How has working on these center activities helped you build fluency with addition and subtraction?”


correct_option_index: 24

25