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: Reason about and solve one-variable equations and inequalities.

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

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

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

Interpret the structure of expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Perform arithmetic operations on polynomials.

Use polynomial identities to solve problems.

Represent and solve problems involving multiplication and division.

Rewrite rational expressions.

Add and subtract within 20.

Generate and analyze patterns.

Solve equations and inequalities in one variable.

Use properties of operations to generate equivalent expressions.

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

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

Create equations that describe numbers or relationships

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

Understand the relationship between zeros and factors of polynomials.

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

Represent and solve problems involving addition and subtraction.

Represent and analyze quantitative relationships between dependent and independent variables.

Write expressions in equivalent forms to solve problems.

Work with radicals and integer exponents.

Gain familiarity with factors and multiples.

Use the four operations with whole numbers to solve problems.

Solve systems of equations.

Multiply and divide within 100.

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

Analyze patterns and relationships.

Write and interpret numerical expressions.

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

Work with addition and subtraction equations.

Represent and solve equations and inequalities graphically.
problem_activity: Problem 1
A rectangular garden has a width of
$$x$$
feet. The length of the garden is
$$4$$
feet longer than the width. Around the garden there is a pathway that measures
$$3$$
feet across the path.
[IMG]
The expression below represents the area of the pathway, not including the garden.
$$(x+6)(x+10)-x(x+4)$$
Explain what each part of the expression represents in context of the situation.
a.
$$x$$
b.
$$x+4$$
c.
$$x+10$$
d.
$$x(x+4)$$
e.
$$(x+6)(x+10)$$
Problem 2
An artist has a strip of wood
$$8$$
feet long to make a large rectangular picture frame. The possible dimensions of the frame that the artist can create can be represented as
$$x$$
and
$$4-x$$
, as seen in the diagram below.
[IMG]
What is the largest area the artist can frame with the
$$8$$
feet of wood?


correct_option_index: 16