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: Relate addition and subtraction to length.

Measure lengths indirectly and by iterating length units.

Describe and compare measurable attributes.

Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.

Work with time and money.

Geometric measurement: understand concepts of area and relate area to multiplication and to addition.

Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Convert like measurement units within a given measurement system.

Measure and estimate lengths in standard units.

Classify objects and count the number of objects in each category.

Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.

Tell and write time.

Represent and interpret data.

Geometric measurement: understand concepts of angle and measure angles.
problem_activity: Narrative
The purpose of this activity is for students to compare shapes by covering them with pattern blocks. Students experience tiling as a way to see which shape covers the most space. There are several ways to tile the shapes, but it may prove most useful to use the same units, such as triangles. The rectangle can only be fully tiled with square pattern blocks. To compare shapes B and C, students will need to notice that the rectangle and parallelogram can be made the same length, but the square pattern blocks used to tile the rectangle are taller than the blocks used to tile the parallelogram.
[IMG]
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The work here prepares students to tile figures with square tiles in the next lesson and to think of area in terms of square units.
MLR8 Discussion Supports.
Synthesis: Create a visual display of shapes A, B, and C. As students discuss their comparisons, annotate the display with their observations. For example, when comparing shape B to C, write “same length, but taller.”
Advances: Speaking, Listening
Action and Expression: Develop Expression and Communication.
Synthesis: Identify connections between strategies that result in the same outcomes but use differing approaches.
Supports accessibility for: Conceptual Processing
Required Materials
Materials to Gather
Pattern blocks
Scissors
Materials to Copy
Pattern Blocks to Compare Shapes
Required Preparation
Each group of 2 needs at least 2 hexagons and trapezoids,  4 squares and rhombuses, and 8 triangles.
Launch
Groups of 2
Give each student a copy of the blackline master.
Give each group pattern blocks.
Display the first two shapes (the hexagon and the heart-shaped octagon).
“What do you notice? What do you wonder?” (Students may notice: Both shapes could be made with pattern blocks. The second shape looks like the first shape, but it’s been bent. Students may wonder: Which shape covers more space? Which shape is larger?)
1 minute: quiet think time
Share and record responses.
“Which shape covers more space? How do you know?” (We can cover them with the same blocks, so they cover the same amount of space.)
2 minutes: partner discussion
Share and record responses.
Activity
“Let's continue comparing shapes. Work with your partner to decide which of these shapes covers the most space. Use pattern blocks if they are helpful.”
5 minutes: partner work time
Monitor for students who:
use pattern blocks to determine which shape covers the most space
notice that shape B and C would be the same length if one of the ends of B was moved over, but C covers more space because it is taller
Student Facing
Your teacher will give you handouts with some shapes on them.
Use pattern blocks to decide which shape covers the most space. Be ready to explain your reasoning.
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Student Response
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Activity Synthesis
Ask selected students to share strategies for tiling each shape with pattern blocks and how the tiling helped them decide which shape covers the most space.
“When we decide which shape covers the most space, we are talking about the area of a shape. We can think about the
area as the amount of space covered by a shape.”
“Which of these shapes has the greatest area?” (C takes up the most space, so it has the greatest area.)


correct_option_index: 5