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: Interpret the structure of expressions.

Rewrite rational expressions.

Create equations that describe numbers or relationships

Use polynomial identities to solve problems.

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

Reason about and solve one-variable equations and inequalities.

Add and subtract within 20.

Work with addition and subtraction equations.

Gain familiarity with factors and multiples.

Represent and analyze quantitative relationships between dependent and independent variables.

Write expressions in equivalent forms to solve problems.

Analyze patterns and relationships.

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

Represent and solve problems involving multiplication and division.

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

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

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

Represent and solve problems involving addition and subtraction.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use properties of operations to generate equivalent expressions.

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

Represent and solve equations and inequalities graphically.

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

Solve systems of equations.

Solve equations and inequalities in one variable.

Perform arithmetic operations on polynomials.

Understand the relationship between zeros and factors of polynomials.

Generate and analyze patterns.

Use the four operations with whole numbers to solve problems.

Multiply and divide within 100.

Write and interpret numerical expressions.

Work with radicals and integer exponents.

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

Understand solving equations as a process of reasoning and explain the reasoning.
problem_activity: Problem 1
Explain how you know the expressions in Column A are equivalent to the expressions in Column B.
| **           Column A          ** | **           Column B          ** |
|-----------------------------------|-----------------------------------|
|           $${-3(x+4)}$$           |           $${-3x-12}$$            |
|           $${(4+x)+3}$$           |           $${x+(4+3)}$$           |
|           $${(x+4)-3}$$           |          $${-3+(x+4)}$$           |
Problem 2
Explain the properties of operations that were used to transform
$${a(x-y)}$$
to the equivalent expression,
$${-(ay-ax)}$$
.
Problem 3
If the expression
$${\frac{x}{2} + \frac{3}{4}}$$
is multiplied by
$$4$$
, the expression
$${{2x+3}}$$
results.
Is
$${{2x+3}}$$
an equivalent expression to
$${\frac{x}{2} + \frac{3}{4}}$$
?


correct_option_index: 0

33