few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Topic options: 
A. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
B. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
C. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
D. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
E. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
F. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
G. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
H. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
I. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
J. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
K. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.


Your response:
G

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_task_000157

3
options: Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
problem_activity: Narrative
This activity prompts students to compare multiple fractions and put them in order by size. The work gives students opportunities to look for and make use of structure (MP7) in each set of fractions and make comparisons strategically. For instance, rather than comparing two fractions at a time and in the order they are listed, students could first classify the given fractions as greater or less than
\(\frac{1}{2}\)
or 1, look for fractions with a common numerator or denominator, and so on.
If time is limited, consider asking students to choose two sets of fractions to compare and order.
Representation: Internalize Comprehension.
Synthesis: Invite students to identify which details were most useful when putting fractions in order. Display the sentence frame, “The next time I put fractions in order, I will pay attention to . . . .”
Supports accessibility for: Memory
Launch
Groups of 2
Activity
“Work independently on two sets. Then, discuss your work with your partner and complete the rest together.”
10 minutes: independent work time
Monitor for students who look for and make use of structure. Ask them to share during lesson synthesis.
3–4 minutes: partner discussion
Student Facing
Put each set of fractions in order, from least to greatest. Be prepared to explain your reasoning.
\(\frac{3}{12} \qquad \frac{2}{4} \qquad \frac{2}{3} \qquad \frac{1}{8}\)
\(\frac{8}{5} \qquad \frac{5}{6} \qquad \frac{11}{12} \qquad \frac{11}{10}\)
\(\frac{21}{20} \qquad \frac{9}{10} \qquad \frac{6}{5} \qquad \frac{101}{100}\)
\(\frac{5}{8} \qquad \frac{2}{5} \qquad \frac{3}{7} \qquad \frac{3}{6}\)
Student Response
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Advancing Student Thinking
Some students may try to write equivalent fractions with a common denominator for all four fractions in each set before comparing them but may be unable to do so. Encourage them to try reasoning about two fractions at a time, and to use what they know about the fractions to determine how they compare (to one another or to familiar benchmarks).
Activity Synthesis
See lesson synthesis.


correct_option_index: 6