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: Use coordinates to prove simple geometric theorems algebraically.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Define trigonometric ratios and solve problems involving right triangles.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Find arc lengths and areas of sectors of circles.

Understand and apply the Pythagorean Theorem.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Understand congruence in terms of rigid motions.

Prove theorems involving similarity.

Make geometric constructions.

Visualize relationships between two-dimensional and three-dimensional objects.

Classify two-dimensional figures into categories based on their properties.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Apply geometric concepts in modeling situations.

Apply trigonometry to general triangles.

Translate between the geometric description and the equation for a conic section.

Experiment with transformations in the plane.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Explain volume formulas and use them to solve problems.

Prove geometric theorems.

Reason with shapes and their attributes.

Understand similarity in terms of similarity transformations.

Solve real-world and mathematical problems involving area, surface area, and volume.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Understand and apply theorems about circles.

Analyze, compare, create, and compose shapes.
problem_activity: Optional activity
Students measure their proposed 5K courses with their trundle wheels. They compare their measurements with their estimates and make final adjustments to their proposed courses. Then they draw a finalized version of their course on the map (or a second copy of the map) including all the details necessary to organize the race: start and finish locations, walking direction, and number of laps.
Launch
Keep students in the same groups. Provide access to trundle wheels. Tell students to measure their proposed race course twice, record their measurements, and then to come back to the classroom to finish the computations and revisions.
Student Facing
Measure your proposed race course with your trundle wheel at least two times. Decide what distance you will report to the class.
Revise your course, if needed.
Create a visual display that includes:
A map of your final course
The starting and ending locations
The number of laps needed to walk 5 km
Any other information you think would be helpful to the race organizers
Student Response
Teachers with a valid work email address can
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Student Facing
Are you ready for more?
The map your teacher gave you didn't include a scale. Create one.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Ask students to display their maps and explain their proposed race courses. Consider doing a gallery walk. Encourage students to discuss any assumptions they made to complete their calculations as well as any revisions they made to their plan after measuring their proposed course.
Representing, Conversing: MLR7 Compare and Connect.
Use this routine to help students consider audience when preparing a visual display of their work. Ask students to consider how to display their proposed race courses so that another student can interpret them. Groups may wish to add notes or details to their drawings to help communicate their thinking. Provide 2–3 minutes of quiet think time for students to read and interpret each other's displays before they discuss any assumptions they made to complete their calculations as well as any revisions they made to their plan after measuring their proposed course.
Design Principle(s): Cultivate conversation; Maximize meta-awareness


correct_option_index: 18