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: Multiply and divide within 100.

Represent and solve problems involving multiplication and division.

Analyze patterns and relationships.

Use properties of operations to generate equivalent expressions.

Reason about and solve one-variable equations and inequalities.

Represent and solve problems involving addition and subtraction.

Rewrite rational expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Use the four operations with whole numbers to solve problems.

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

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

Solve equations and inequalities in one variable.

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

Represent and solve equations and inequalities graphically.

Use polynomial identities to solve problems.

Work with addition and subtraction equations.

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

Add and subtract within 20.

Gain familiarity with factors and multiples.

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

Solve systems of equations.

Write expressions in equivalent forms to solve problems.

Create equations that describe numbers or relationships

Apply and extend previous understandings of arithmetic to algebraic expressions.

Perform arithmetic operations on polynomials.

Understand the relationship between zeros and factors of polynomials.

Generate and analyze patterns.

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

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

Interpret the structure of expressions.

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

Write and interpret numerical expressions.

Work with radicals and integer exponents.
problem_activity: Problem 1
Which expressions below are equivalent to 1? Select all that apply.
Problem 2
What is the value of
$$n$$
in the equation below? Explain your answer.
$${2^n\cdot{2^3\over{2^5}}=1}$$


correct_option_index: 33