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:
Thought: This problem involves understanding fractions, multiplication, and division.
Answer: 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: Define trigonometric ratios and solve problems involving right triangles.

Understand and apply the Pythagorean Theorem.

Experiment with transformations in the plane.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Analyze, compare, create, and compose shapes.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Explain volume formulas and use them to solve problems.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Make geometric constructions.

Understand and apply theorems about circles.

Use coordinates to prove simple geometric theorems algebraically.

Reason with shapes and their attributes.

Prove geometric theorems.

Apply trigonometry to general triangles.

Understand congruence in terms of rigid motions.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Find arc lengths and areas of sectors of circles.

Solve real-world and mathematical problems involving area, surface area, and volume.

Prove theorems involving similarity.

Translate between the geometric description and the equation for a conic section.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Visualize relationships between two-dimensional and three-dimensional objects.

Classify two-dimensional figures into categories based on their properties.

Understand similarity in terms of similarity transformations.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Apply geometric concepts in modeling situations.
problem_activity: Narrative
This warm-up prompts students to carefully analyze and compare images. In making comparisons, students have a reason to use language precisely (MP6). The activity also enables the teacher to hear the terminologies students know and how they talk about characteristics of shapes and pieces of shapes. To help all students distinguish the composite shapes from the smaller shapes they are made up of, invite students to clarify or show what they mean when they describe attributes of the shapes they see in each image.
Launch
Groups of 2
Display image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2-3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn’t belong?
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
Student Response
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Activity Synthesis
“Let’s find at least one reason why each one doesn’t belong.”


correct_option_index: 12