few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Add and subtract within 20.

Solve systems of equations.

Use polynomial identities to solve problems.

Work with addition and subtraction equations.

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

Represent and solve problems involving addition and subtraction.

Write expressions in equivalent forms to solve problems.

Understand the relationship between zeros and factors of polynomials.

Use the four operations with whole numbers to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Gain familiarity with factors and multiples.

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

Solve equations and inequalities in one variable.

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

Reason about and solve one-variable equations and inequalities.

Multiply and divide within 100.

Perform arithmetic operations on polynomials.

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

Write and interpret numerical expressions.

Represent and solve equations and inequalities graphically.

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

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

Rewrite rational expressions.

Analyze patterns and relationships.

Work with radicals and integer exponents.

Represent and solve problems involving multiplication and division.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Interpret the structure of expressions.

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

Generate and analyze patterns.

Create equations that describe numbers or relationships

Use properties of operations to generate equivalent expressions.
problem_activity: Narrative
The purpose of this activity is for students to describe patterns in the sequence of even and odd numbers when they count by 1. Students notice that even numbers are numbers that you count when you skip-count by 2 (MP7).
In order for all students to visualize the sequence, perform the activity where the whole class can be arranged in a circle with space for students to sit and stand. Depending on class size, the count may go beyond 20. It is ok for students to notice and wonder about even and odd numbers beyond 20, but maintain the focus throughout the lesson on numbers within 20.
Launch
Form the class into a circle with all students standing.
“We are going to count together by 1. The first person to count will say 0 and stay standing.”
“The next person will say their number and sit down. The next person will say their number and stay standing.”
“We will keep counting until everyone has said a number.”
As needed, demonstrate the stand-sit-stand-sit sequence.
Record the count:
[IMG]
Prompt students who are standing to say their numbers. (0, 2, 4, …)
Prompt students who are sitting to say their numbers. (1, 3, 5, …)
Activity
“Write down what you notice and what you wonder about the numbers in our count.”
3 minutes: independent work time
2 minutes: partner discussion
Monitor for students' responses that focus on even and odd number patterns to share in synthesis.
Student Facing
What did you notice? What do you wonder?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Share and record student responses.
Display:
[IMG]
“This is a list of all the even and odd numbers from 0 to 20.”
“What patterns do you notice?” (All the even numbers are numbers you say when you skip-count by 2. The digits 0, 2, 4, 6, 8 repeat in the ones place for even numbers. The digits 1, 3, 5, 7, 9 repeat in the ones place in odd numbers.)
“How could you use these patterns to tell if a number of objects is even or odd?” (If the number is an even number you say it when you skip-count by 2.)


correct_option_index: 21