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: Interpret linear models.

Draw informal comparative inferences about two populations.

Understand and evaluate random processes underlying statistical experiments.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Develop understanding of statistical variability.

Use random sampling to draw inferences about a population.

Investigate chance processes and develop, use, and evaluate probability models.

Understand independence and conditional probability and use them to interpret data.

Use probability to evaluate outcomes of decisions.

Calculate expected values and use them to solve problems.

Summarize and describe distributions.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Summarize, represent, and interpret data on a single count or measurement variable.

Investigate patterns of association in bivariate data.
problem_activity: Task
Ari has collected data on how much her classmates study each week and how well they did on their recent math test. Here is part of the data, showing the percentage of each group (divided according to hours spent studying) who got different grades on the test:
| Weekly Hours $w$ Studying | C or below on test | B on test | A on test |
|---------------------------|--------------------|-----------|-----------|
|         $w \lt$ 3         |        50%         |    20%    |    30%    |
|     $3 \leq w \lt 6$      |        60%         |    25%    |    15%    |
|        $w \geq 6$         |        60%         |    20%    |    20%    |
What can you conclude about the percentage of Ari's classmates who got B's? What about the percent who got A's?
Looking at the table, Ari decides that in order to do well in her math class, she should not study more than 3 hours a week: she has a 30 percent chance of getting an A as long as she does not study more than 3 hours per week. Is Ari's reasoning valid?


correct_option_index: 0