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: Use properties of operations to generate equivalent expressions.

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

Work with addition and subtraction equations.

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

Write and interpret numerical expressions.

Write expressions in equivalent forms to solve problems.

Use the four operations with whole numbers to solve problems.

Analyze patterns and relationships.

Perform arithmetic operations on polynomials.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and solve equations and inequalities graphically.

Solve equations and inequalities in one variable.

Generate and analyze patterns.

Create equations that describe numbers or relationships

Represent and solve problems involving multiplication and division.

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

Multiply and divide within 100.

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

Use polynomial identities to solve problems.

Understand the relationship between zeros and factors of polynomials.

Interpret the structure of expressions.

Gain familiarity with factors and multiples.

Solve systems of equations.

Add and subtract within 20.

Work with radicals and integer exponents.

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

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

Represent and solve problems involving addition and subtraction.

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

Rewrite rational expressions.

Reason about and solve one-variable equations and inequalities.
problem_activity: Narrative
In this activity, students solve addition problems using money based on the Pattern Block Puzzles they sketched in the last activity.
The launch of the activity is an opportunity for students to reason which of the two designs will cost more before they complete any computations.
MLR7 Compare and Connect.
Synthesis: After all strategies have been presented, lead a discussion comparing, contrasting, and connecting the different approaches. Ask, “Did anyone solve the problem the same way, but would explain it differently?”, “What did the representations have in common?”, “How were they different?”
Advances: Representing, Conversing
Launch
Groups of 2
“At the Pattern Block Store, each pattern block shape has a different price.”
Display the price list.
“Which of the two puzzles that you sketched do you think will cost more to make? Puzzle 1 or 2?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Activity
“Use the price list to figure out how much your two puzzles would cost.”
5 minutes: independent work time
5 minutes: partner discussion
As students work, look for different addition strategies. Monitor for students who:
add like quantities first
add bigger or smaller coins first
add some coins mentally
Student Facing
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How much would the two puzzles you sketched cost at the Pattern Block Store? Show or explain your reasoning.
Puzzle 1:
Puzzle 2:
Student Response
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Activity Synthesis
Invite previously selected students to share.
“Is it possible to redesign the puzzle to save more money?” (Yes, I can switch a blue rhombus with two triangles.)


correct_option_index: 28