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: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Understand place value.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Work with numbers 11–19 to gain foundations for place value.

Understand the place value system.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Extend the counting sequence.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to add and subtract.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that focus on adding and subtracting or sorting and representing data.
Students choose from any stage of previously introduced centers.
What's Behind My Back?
How Close?
Number Puzzles
Sort and Display
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from:
What's Behind My Back, Stages 2 and 3
How Close, Stages
1–
3
Number Puzzles, Stages 1 and 2
Sort and Display, Stage 2
Launch
“Today you will choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
"Choose what you would like to do next."
10 minutes: center work time
Student Facing
Choose a center.
What's Behind My Back?
[IMG]
How Close?
[IMG]
Number Puzzles
[IMG]
Sort and Display
[IMG]
Activity Synthesis
“Which activity did you choose? What did you like about the activity you chose?”


correct_option_index: 8