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: Experiment with transformations in the plane.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Understand and apply theorems about circles.

Apply geometric concepts in modeling situations.

Understand congruence in terms of rigid motions.

Prove geometric theorems.

Reason with shapes and their attributes.

Make geometric constructions.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Use coordinates to prove simple geometric theorems algebraically.

Apply trigonometry to general triangles.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Understand congruence and similarity using physical models, transparencies, or geometry software.

Find arc lengths and areas of sectors of circles.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Understand and apply the Pythagorean Theorem.

Translate between the geometric description and the equation for a conic section.

Understand similarity in terms of similarity transformations.

Explain volume formulas and use them to solve problems.

Define trigonometric ratios and solve problems involving right triangles.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Classify two-dimensional figures into categories based on their properties.

Visualize relationships between two-dimensional and three-dimensional objects.

Prove theorems involving similarity.

Analyze, compare, create, and compose shapes.

Solve real-world and mathematical problems involving area, surface area, and volume.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 1 of the Build Shapes center. Students use straws and clay to build a shape of their choice. Students check with their partner to be sure they both agree that the shapes match. The Build Shapes Cards are printed in the student book for this activity. The Build Shapes Cards blackline master is available for students to use during center activities in future lessons. Listen to how students create an argument and use or revise their language to make their argument clear to others (MP3, MP6).
After they participate in the center, students choose from any stage of previously introduced centers.
Counting Collections
Which One
Picture Books
Bingo
Shake and Spill
Required Materials
Materials to Gather
Materials from a previous activity
Materials from previous centers
Materials to Copy
Build Shapes Stage 1 and 2 Cards
Required Preparation
Students need the bags of straws and clay from the previous activity.
Gather materials from:
Counting Collections, Stage 1
Which One, Stage 1
Picture Books, Stages 1–3
Bingo, Stages 1 and 2
Shake and Spill, Stages 1 and 2
Launch
Groups of 2
Give each group clay and straws.
“We are going to learn a center called Build Shapes. You will choose a shape. Then you and your partner will both use the straws and clay to build that shape. When you are both finished, compare your shapes and make sure they both match the shape you chose.”
Activity
8 minutes: partner work time
Monitor for two students who build different rectangles to share in the lesson synthesis.
“Now you can choose another center. You can also continue playing Build Shapes.”
Display the center choices in the student book.
Invite students to work at the center of their choice.
8 minutes: center work time
If time, invite students to choose another center.
Student Facing
[IMG]
Choose a center.
Build Shapes
[IMG]
Counting Collections
[IMG]
Which One
[IMG]
Picture Books
[IMG]
Bingo
[IMG]
Shake and Spill
[IMG]
Activity Synthesis
Display a square built from 4 straws that are the same length.
Display a rectangle from the shape cards.
“Han was trying to build this shape. What should Han change so his shape will match the shape on the card?”


correct_option_index: 25