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: Gain familiarity with factors and multiples.

Understand the relationship between zeros and factors of polynomials.

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving addition and subtraction.

Interpret the structure of expressions.

Write and interpret numerical expressions.

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

Multiply and divide within 100.

Solve equations and inequalities in one variable.

Add and subtract within 20.

Generate and analyze patterns.

Represent and solve equations and inequalities graphically.

Work with addition and subtraction equations.

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

Rewrite rational expressions.

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

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

Solve systems of equations.

Create equations that describe numbers or relationships

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

Represent and analyze quantitative relationships between dependent and independent variables.

Reason about and solve one-variable equations and inequalities.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use properties of operations to generate equivalent expressions.

Work with radicals and integer exponents.

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving multiplication and division.

Use polynomial identities to solve problems.

Analyze patterns and relationships.

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

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

Perform arithmetic operations on polynomials.

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

Understand solving equations as a process of reasoning and explain the reasoning.
problem_activity: Stage 5: Multiply with 2, 5, and 10
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cubes
Paper clips
Materials to Copy
Blackline Masters
Capture Squares Stage 5 Spinner
Capture Squares Stage 5 Gameboard

Narrative
Students roll a number cube and spin a spinner and find the product of the two numbers they generated. The spinner has numbers 2, 5, and 10 and a wild space where students can choose their own number.
Additional Information
Each group of 2 needs one number cube.


correct_option_index: 7