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: Understand the relationship between zeros and factors of polynomials.

Represent and analyze quantitative relationships between dependent and independent variables.

Solve equations and inequalities in one variable.

Work with radicals and integer exponents.

Use properties of operations to generate equivalent expressions.

Analyze patterns and relationships.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Generate and analyze patterns.

Perform arithmetic operations on polynomials.

Gain familiarity with factors and multiples.

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

Rewrite rational expressions.

Represent and solve problems involving multiplication and division.

Represent and solve equations and inequalities graphically.

Add and subtract within 20.

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

Work with addition and subtraction equations.

Reason about and solve one-variable equations and inequalities.

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

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

Solve systems of equations.

Write expressions in equivalent forms to solve problems.

Write and interpret numerical expressions.

Use polynomial identities to solve problems.

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

Create equations that describe numbers or relationships

Represent and solve problems involving addition and subtraction.

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

Interpret the structure of expressions.

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

Multiply and divide within 100.

Use the four operations with whole numbers to solve problems.
problem_activity: Activity
In this activity, students practice making connections between different representations of the same situation. If desired, they can also identify and create any missing representations (this would require removing some cards from the sets you distribute). The practice will be helpful when students make connections between verbal and tabular representations in the associated Algebra 1 lesson. A matching task gives students opportunities to analyze representations, statements, and structures closely and make connections (MP7).
Launch
Arrange students in groups of 2. Distribute 1 set of slips from the blackline master to each group. (A complete set if students will only do the matching. A set that is missing a few cards if you would like for students to create some representations.)
Student Facing
Your teacher will give you a set of cards. Each card has either a verbal description, a table, or a graph. Find the three cards that represent the same situation. If one of the three representations for a situation is missing, use the blank cards to create that representation.
Student Response
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Activity Synthesis
Select groups to share their matches and how they determined which verbal descriptions, tables, and graphs were a match. Look for groups that created different representations for the missing ones. Attend to the language that students use to describe their matching representations, giving them opportunities to describe them more precisely.


correct_option_index: 1