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

Create equations that describe numbers or relationships

Write expressions in equivalent forms to solve problems.

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

Reason about and solve one-variable equations and inequalities.

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving addition and subtraction.

Solve systems of equations.

Use properties of operations to generate equivalent expressions.

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

Represent and solve problems involving multiplication and division.

Work with radicals and integer exponents.

Solve equations and inequalities in one variable.

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

Work with addition and subtraction equations.

Gain familiarity with factors and multiples.

Perform arithmetic operations on polynomials.

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

Generate and analyze patterns.

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

Analyze patterns and relationships.

Use polynomial identities to solve problems.

Represent and solve equations and inequalities graphically.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Interpret the structure of expressions.

Rewrite rational expressions.

Write and interpret numerical expressions.

Add and subtract within 20.

Understand the relationship between zeros and factors of polynomials.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Multiply and divide within 100.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that offer practice working with two-digit numbers. Students choose from any stage of previously introduced centers.
Target Numbers
Five in a Row
Get Your Numbers in Order
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from:
Target Numbers, Stages 1–3
Five in a Row, Stages 1–6
Get Your Numbers in Order, Stage 1
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
Student Facing
Choose a center.
Target Numbers
[IMG]
Five in a Row
[IMG]
Get Your Numbers in Order
[IMG]
Activity Synthesis
Display numbers 2, 1, and 6.
“Mai is playing Target Numbers. Her last sum was 78. These are the numbers she rolled on her last round. Which number should she choose as her tens and which should she choose as her ones in order to get as close to 95 as possible? Why?”


correct_option_index: 28