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: Solve systems of equations.

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

Represent and solve problems involving addition and subtraction.

Add and subtract within 20.

Work with addition and subtraction equations.

Rewrite rational expressions.

Use properties of operations to generate equivalent expressions.

Work with radicals and integer exponents.

Understand the relationship between zeros and factors of polynomials.

Use polynomial identities to solve problems.

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

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

Analyze patterns and relationships.

Reason about and solve one-variable equations and inequalities.

Gain familiarity with factors and multiples.

Interpret the structure of expressions.

Solve equations and inequalities in one variable.

Use the four operations with whole numbers to solve problems.

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

Write expressions in equivalent forms to solve problems.

Generate and analyze patterns.

Create equations that describe numbers or relationships

Perform arithmetic operations on polynomials.

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

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

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

Write and interpret numerical expressions.

Represent and solve problems involving multiplication and division.

Represent and solve equations and inequalities graphically.

Multiply and divide within 100.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Represent and analyze quantitative relationships between dependent and independent variables.
problem_activity: Narrative
The purpose of this activity is for students to use given information to ask and answer different questions. Students may ask Put Together or Compare problems using the given information. A representation of the information is also provided. This representation is a precursor to the tape diagrams students will use to represent and solve Compare problems in grade 2.
When students recognize the mathematical features of things in the real world and ask questions that arise from a presented situation, they model with mathematics (MP4).
MLR2 Collect and Display.
Circulate, listen for and collect the language students use as they create questions to match each task statement. On a visible display, record comparison words and phrases such as: more than, less than, how many fewer, and how many more. Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Reading
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Launch
Groups of 2
Give each group access to connecting cubes in towers or 10 and singles.
Activity
Read the task statement.
15 minutes: partner work time
Monitor for students who can explain how the representation helps them answer the question they asked.
Student Facing
Write and answer 2 questions using the information.
Use the picture for the first one if it is helpful.
Diego went on 7 rides.
Priya went on 11 rides.
[IMG]
Jada went on 3 rides.
Kiran went on 6 rides.
Noah went on 9 rides.
Student Response
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Activity Synthesis
Display the representation in the student book.
Invite previously identified students to share their question and how the representation helps them find the answer to the question.


correct_option_index: 2

3