few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. 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.
B. 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.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. 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.


Your response:
Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Gain familiarity with factors and multiples.

Generate and analyze patterns.

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

Solve equations and inequalities in one variable.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Create equations that describe numbers or relationships

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

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Reason about and solve one-variable equations and inequalities.

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

Interpret the structure of expressions.

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

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

Write and interpret numerical expressions.

Use properties of operations to generate equivalent expressions.

Represent and solve equations and inequalities graphically.

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

Multiply and divide within 100.

Solve systems of equations.

Represent and analyze quantitative relationships between dependent and independent variables.

Analyze patterns and relationships.

Use the four operations with whole numbers to solve problems.

Use polynomial identities to solve problems.

Work with addition and subtraction equations.

Add and subtract within 20.

Represent and solve problems involving multiplication and division.

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

Work with radicals and integer exponents.

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

Rewrite rational expressions.

Perform arithmetic operations on polynomials.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
problem_activity: Problem 1
Leah made sandwiches for her and her siblings every day during a week. She made 4 sandwiches each day. How many sandwiches did Leah make over the course of the week?
Problem 2
Jose and his two friends have 24 markers altogether. If they each have the same number of markers, how many markers does Jose have?
Problem 3
Cora went on a trip with her parents. She was bored at lunch and counted all the tires in the parking lot. If she counted 36 tires on cars, how many cars were in the parking lot?


correct_option_index: 27