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: Represent and solve problems involving multiplication and division.

Represent and solve equations and inequalities graphically.

Generate and analyze patterns.

Analyze patterns and relationships.

Represent and analyze quantitative relationships between dependent and independent variables.

Add and subtract within 20.

Understand the relationship between zeros and factors of polynomials.

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

Reason about and solve one-variable equations and inequalities.

Multiply and divide within 100.

Create equations that describe numbers or relationships

Solve equations and inequalities in one variable.

Rewrite rational expressions.

Use the four operations with whole numbers to solve problems.

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.

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

Perform arithmetic operations on polynomials.

Interpret the structure of expressions.

Work with radicals and integer exponents.

Solve systems of equations.

Use properties of operations to generate equivalent expressions.

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

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use polynomial identities to solve problems.

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

Write expressions in equivalent forms to solve problems.

Write and interpret numerical expressions.

Represent and solve problems involving addition and subtraction.

Work with addition and subtraction equations.

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

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

Gain familiarity with factors and multiples.
problem_activity: Narrative
The purpose of this activity is for students to compare a Put Together, Total Unknown story problem and a Put Together/Take Apart, Both Addends Unknown story problem with a similar context. This is the first time that students have worked with a Put Together/Take Apart, Both Addends Unknown story problem.
Representation: Access for Perception.
Synthesis: Create a visual display to represent each story. For Mai, draw 7 circles and ask, “how many should I color in yellow?” and “how many should I color in red?” (5 yellow and 2 red). For Lin, draw 8 unshaded circles, and ask, “do we know which colors to use for Lin’s apples?” (no, we do not know how many of each color she picked).
Supports accessibility for: Visual-Spatial Processing, Organization
Launch
Groups of 2
Read both stories.
“What do you notice? What do you wonder?” (There are 2 stories. They are both about picking apples. There are red apples and yellow apples in both. I wonder how many red apples Lin picked.)
Activity
Read the first story problem.
“What do you know about Mai’s apples in this story? What do you not know?” (We know that she picked red and yellow apples. We know that she picked 5 yellow apples and 2 red apples. We do not know how many apples she picked altogether.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Read the second story problem.
“What do you know about Lin’s apples in this story? What do you not know?” (We know that she picked 8 apples. We know that some of them were red and some of them were yellow. We don’t know how many red ones or how many yellow ones she picked.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Student Facing
Mai was picking apples at the orchard.
Mai picked 5 yellow apples and 2 red apples.
Lin picked 8 apples at the orchard.
Some of the apples were yellow.
The rest of the apples were red.
[IMG]
[IMG]
Activity Synthesis
“What is the same about these stories?” (They are both about picking apples. They both have red and yellow apples.)
“What is different about the stories?” (The first story is about Mai and the next story is about Lin. In the first story we knew how many yellow apples and how many red apples. In the second story we know that there are 8 apples altogether.)
“In the next activity, we will work on showing what happened in the second story.”


correct_option_index: 32