few_shots: Example:
Problem/activity:
You’re mixing ingredients for cookies. The recipe says to combine 6 tablespoons, or ¾ stick, of butter with 1 cup of sugar. You accidentally mix in a whole stick of butter (8 tablespoons) with the cup of sugar. How can you fix this?


Mathematical concept/skill options: 
A. Analyze proportional relationships and use them to solve real-world and mathematical problems.
B. Understand ratio concepts and use ratio reasoning to solve problems.


Your response:
Thought: This problem focuses on the ratio between two ingredients. Students do not have to analyze proportional relationships in-depth, which is reserved for a higher grade level, but rather use ratios to find missing values.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_000972

6
options: Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Use equivalent fractions as a strategy to add and subtract fractions.

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
problem_activity: Stage 2: Halves, Thirds and Fourths
Required Preparation
Materials to Gather
Centimeter cubes
Number cubes
Materials to Copy
Blackline Masters
Number Line Scoot Stage 2 Gameboard
Number Line Scoot Stage 2 Directions

Narrative
Students take turns rolling a number cube and using the number as a numerator in a fraction with a denominator of 2, 3, or 4. Students move their centimeter cube that interval on one of the shared number lines. Each time a cube lands exactly on the last tick mark of one of the number lines, the player who moved it keeps the cube and puts a new cube on zero on that number line. The first player to collect five cubes wins.
Additional Information
Each group of 2 needs 12 centimeter cubes.


correct_option_index: 0