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

Represent and solve problems involving multiplication and division.

Represent and solve equations and inequalities graphically.

Create equations that describe numbers or relationships

Work with radicals and integer exponents.

Perform arithmetic operations on polynomials.

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

Work with addition and subtraction equations.

Rewrite rational expressions.

Reason about and solve one-variable equations and inequalities.

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

Solve systems of equations.

Add and subtract within 20.

Represent and analyze quantitative relationships between dependent and independent variables.

Analyze patterns and relationships.

Gain familiarity with factors and multiples.

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

Use the four operations with whole numbers to solve problems.

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

Represent and solve problems involving addition and subtraction.

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

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

Use properties of operations to generate equivalent expressions.

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

Use polynomial identities to solve problems.

Write expressions in equivalent forms to solve problems.

Generate and analyze patterns.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve equations and inequalities in one variable.

Write and interpret numerical expressions.

Interpret the structure of expressions.

Multiply and divide within 100.

Understand the relationship between zeros and factors of polynomials.

Analyze and solve linear equations and pairs of simultaneous linear equations.
problem_activity: Stage 2: Subtract from 20
Required Preparation
Materials to Gather
Number cards 0–10
Materials to Copy
Blackline Masters
How Close? Stage 2 Recording Sheet

Narrative
Before playing, students remove the cards that show the number 10 and set them aside.
Each student picks 4 cards and chooses 2 or 3 to subtract from 20 to get close to 0. The student whose difference is closest to 0 wins a point for the round. Students pick new cards so that they have 4 cards in their hand and then start the next round.


correct_option_index: 12