few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response:
Thought: In this problem, students work with money in the form of coins.
Answer: N

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Add and subtract within 20.

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

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

Generate and analyze patterns.

Represent and solve problems involving multiplication and division.

Use polynomial identities to solve problems.

Represent and solve equations and inequalities graphically.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Write and interpret numerical expressions.

Interpret the structure of expressions.

Multiply and divide within 100.

Solve systems of equations.

Perform arithmetic operations on polynomials.

Rewrite rational expressions.

Create equations that describe numbers or relationships

Solve equations and inequalities in one variable.

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving addition and subtraction.

Use the four operations with whole numbers to solve problems.

Reason about and solve one-variable equations and inequalities.

Work with addition and subtraction equations.

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

Analyze patterns and relationships.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Use properties of operations to generate equivalent expressions.

Gain familiarity with factors and multiples.

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

Understand the relationship between zeros and factors of polynomials.

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

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

Work with radicals and integer exponents.
problem_activity: Problem 1
a.   Your teacher will read you a series of situations. Explain what new information you get with each one.
Version 1: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out the binders to some students.
Version 2: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out the same number of binders to each student.
Version 3: Mrs. Powell buys a few boxes with some binders in each box. She plans to give out 3 binders to each student.
Version 4: Mrs. Powell buys a few boxes with the same number of binders in each box. She plans to give out 3 binders to each student.
Version 5: Mrs. Powell buys a few boxes with 6 binders in each box. She plans to give out 3 binders to each student.
Version 6: Mrs. Powell buys 4 boxes with 6 binders in each box. She plans to give out 3 binders to each student.
b.   What question do you think this problem is going to ask you to solve? Write the question, then find its answer.
Problem 2
Ten children equally share 40 almonds. How many almonds will 3 of those children get?


correct_option_index: 0