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.


Topic options: 
A. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
B. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
C. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
D. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
E. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
H. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
I. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
J. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
K. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.


Your response:
D

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_000212

4
options: Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
problem_activity: Narrative
The purpose of this activity is to introduce students to a new unit, the hundred. Students used connecting cubes to make tens in grade 1 and used tens and ones to count to and represent numbers within 120.
In an earlier unit, students were introduced to base-ten blocks and used base-ten diagrams to represent sums and differences within 100. Students build on this understanding as they use blocks to represent a starting number (96) and add ones until they reach a total value of 100. As students discover they have 10 tens, monitor for language they use to describe the total value of the blocks and the connections they make to their previous work with ones, tens, and three-digit numbers (MP7).
Engagement: Provide Access by Recruiting Interest.
Give the students a context to connect to their own lives. Tell the students that the base-ten blocks represent gum. The ones are single sticks of gum and the tens are packs of gum.
Supports accessibility for: Conceptual Processing, Attention
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Give students access to base-ten blocks.
Display photo of 8 tens and 16 ones.
“Andre was using base-ten blocks to represent numbers. How many do you see? How do you see them?” (96. I see 8 tens and 16 ones. I see it as 9 tens and 6 ones.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Activity
“Work with a partner to follow along and see what Andre discovered as he adds more blocks.”
10 minutes: partner work time
Monitor for students who explain that the value is 100 by:
counting by 1 from 80 or by 1 from 96
counting by 10
Student Facing
How many do you see? How do you see them?
[IMG]
Andre added more blocks.
[IMG]
What is the value of Andre’s blocks now?
How many tens and ones are in this number?
Andre made the same number with the fewest amount of blocks possible. Draw a base-ten diagram to show what Andre’s number looks like now. Use your base-ten blocks to help.
Student Response
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Advancing Student Thinking
If students represent 100 with a diagram that includes tens and ones, consider asking:
“Can you explain how your diagram represents Andre’s total value using the fewest number of blocks possible?”
“Is there a way to represent the same amount without any ones?”
Activity Synthesis
Invite previously identified students to share how they know the value of Andre’s blocks is 100.
“If Andre used the fewest number of blocks, how many tens did he use?” (He had 10 tens.)
“What if Andre wanted to use the greatest amount of blocks to show this number? What would he do?” (He’d decompose all the tens to use only ones. He’d use 100 ones.)
“In this activity, you showed you know that 10 ones is the same as 1 ten. Just like 10 ones is the same as 1 ten, 10 tens is the same as 1 hundred.”
“A hundred is a unit that is made up of 10 tens.”


correct_option_index: 1