few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response:
N

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Work with addition and subtraction equations.

Use the four operations with whole numbers to solve problems.

Use properties of operations to generate equivalent expressions.

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

Reason about and solve one-variable equations and inequalities.

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

Use polynomial identities to solve problems.

Represent and solve equations and inequalities graphically.

Represent and solve problems involving multiplication and division.

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

Write and interpret numerical expressions.

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

Add and subtract within 20.

Create equations that describe numbers or relationships

Write expressions in equivalent forms to solve problems.

Generate and analyze patterns.

Interpret the structure of expressions.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve equations and inequalities in one variable.

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

Represent and solve problems involving addition and subtraction.

Work with radicals and integer exponents.

Multiply and divide within 100.

Solve systems of equations.

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

Gain familiarity with factors and multiples.

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

Analyze patterns and relationships.

Understand the relationship between zeros and factors of polynomials.

Rewrite rational expressions.

Perform arithmetic operations on polynomials.
problem_activity: Problem 1
a.   Your teacher will read you a series of situations. Explain what new information you get with each one.
Version 1: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out the binders to some students.
Version 2: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out the same number of binders to each student.
Version 3: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out 3 binders to each student.
Version 4: Mrs. Powell buys a few boxes with the same number of binders in each box. She plans to give out 3 binders to each student.
Version 5: Mrs. Powell buys a few boxes with 6 binders in each box. She plans to give out 3 binders to each student.
Version 6: Mrs. Powell buys 4 boxes with 6 binders in each box. She plans to give out 3 binders to each student.
b.   What question do you think this problem is going to ask you to solve? Write the question, then find its answer.
Problem 2
Ten children equally share 40 almonds. How many almonds will 3 of those children get?


correct_option_index: 17