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

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

Analyze patterns and relationships.

Multiply and divide within 100.

Understand the relationship between zeros and factors of polynomials.

Solve systems of equations.

Use properties of operations to generate equivalent expressions.

Add and subtract within 20.

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

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

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

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

Rewrite rational expressions.

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

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

Use polynomial identities to solve problems.

Interpret the structure of expressions.

Work with radicals and integer exponents.

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

Work with addition and subtraction equations.

Represent and solve problems involving addition and subtraction.

Write expressions in equivalent forms to solve problems.

Generate and analyze patterns.

Solve equations and inequalities in one variable.

Use the four operations with whole numbers to solve problems.

Represent and solve equations and inequalities graphically.

Gain familiarity with factors and multiples.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving multiplication and division.

Create equations that describe numbers or relationships

Perform arithmetic operations on polynomials.

Write and interpret numerical expressions.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities focusing on two-digit numbers. Students are introduced to stage 6 of the Five in a Row center. Then students choose between that center or others previously introduced.
Students choose from any stage of previously introduced centers.
Five in a Row
Get Your Numbers in Order
Grab and Count
Required Materials
Materials to Gather
Materials from previous centers
Paper clips
Two-color counters
Materials to Copy
Five in a Row Addition and Subtraction Stage 6 Gameboard
Required Preparation
Gather materials from previous centers:
Five in a Row, Stages 1-6
Get Your Numbers in Order, Stage 1
Grab and Count, Stage 2
Launch
Groups of 2
“Now you will choose from other centers we have already learned. One of the choices is to play Five in a Row with a new gameboard. On this gameboard you will add 2 two-digit numbers that make a new ten.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
8 minutes: center work time
“Choose what you would like to do next.”
8 minutes: center work time
Student Facing
Choose a center.
Five in a Row
[IMG]
Get Your Numbers in Order
[IMG]
Grab and Count
[IMG]
Activity Synthesis
“What did the centers you chose help you work on?”


correct_option_index: 7