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: Interpret the structure of expressions.

Multiply and divide within 100.

Create equations that describe numbers or relationships

Understand the relationship between zeros and factors of polynomials.

Represent and solve problems involving addition and subtraction.

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

Work with addition and subtraction equations.

Use polynomial identities to solve problems.

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

Solve systems of equations.

Work with radicals and integer exponents.

Write and interpret numerical expressions.

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

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

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

Reason about and solve one-variable equations and inequalities.

Analyze patterns and relationships.

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

Add and subtract within 20.

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

Write expressions in equivalent forms to solve problems.

Solve equations and inequalities in one variable.

Use the four operations with whole numbers to solve problems.

Use properties of operations to generate equivalent expressions.

Represent and solve problems involving multiplication and division.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Generate and analyze patterns.

Represent and analyze quantitative relationships between dependent and independent variables.

Rewrite rational expressions.

Represent and solve equations and inequalities graphically.

Gain familiarity with factors and multiples.

Perform arithmetic operations on polynomials.

Work with equal groups of objects to gain foundations for multiplication.
problem_activity: Narrative
The purpose of this activity is for students to use what they know about making a ten to identify which addition expressions are equivalent to
\(10 + n\)
expressions. Students should have access to double 10-frames and connecting cubes or two-color counters.
The Compare Stage 2 Addition Cards will be used again in a later lesson.
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Double 10-frames
Materials to Copy
Compare Stage 2 Addition Cards to 20
Required Preparation
Create a set of Compare Stage 2 Addition Cards to 20 from the blackline master for each group of 3.
Launch
Groups of 3
Give each group a set of cards and access to double 10-frames and connecting cubes or two-color counters.
Activity
Read the task statement.
8 minutes: small-group work
Student Facing
Take out all the expression cards that have the number 10.
Mix up the rest of the cards.
Pick a card.
Place the card under the expression with 10 that it is equal to.
[IMG]
Student Response
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Activity Synthesis
“We are going to create a poster and do a Gallery Walk.”


correct_option_index: 18