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:
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: Represent and solve problems involving multiplication and division.

Create equations that describe numbers or relationships

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

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

Use the four operations with whole numbers to solve problems.

Write expressions in equivalent forms to solve problems.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Generate and analyze patterns.

Use polynomial identities to solve problems.

Represent and solve equations and inequalities graphically.

Multiply and divide within 100.

Analyze patterns and relationships.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving addition and subtraction.

Interpret the structure of expressions.

Reason about and solve one-variable equations and inequalities.

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

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

Solve systems of equations.

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

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

Work with radicals and integer exponents.

Understand the relationship between zeros and factors of polynomials.

Use properties of operations to generate equivalent expressions.

Write and interpret numerical expressions.

Solve equations and inequalities in one variable.

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

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

Add and subtract within 20.

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

Perform arithmetic operations on polynomials.

Rewrite rational expressions.
problem_activity: Gino’s rectangular backyard is 80 feet by 65 feet. Denae’s rectangular backyard is 85 feet by 60 feet.
a.   Whose backyard has a greater area? By how much?
b.   Whose backyard has a larger perimeter? By how much?


correct_option_index: 5