few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

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. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. 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.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
Thought: This problem involves understanding fractions as numbers by comparing their quantities.
Answer: F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Analyze patterns and relationships.

Create equations that describe numbers or relationships

Add and subtract within 20.

Understand the relationship between zeros and factors of polynomials.

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

Use properties of operations to generate equivalent expressions.

Use polynomial identities to solve problems.

Solve equations and inequalities in one variable.

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

Represent and solve problems involving addition and subtraction.

Perform arithmetic operations on polynomials.

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

Write and interpret numerical expressions.

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

Use the four operations with whole numbers to solve problems.

Interpret the structure of expressions.

Solve systems of equations.

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

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

Rewrite rational expressions.

Reason about and solve one-variable equations and inequalities.

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

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

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

Represent and solve equations and inequalities graphically.

Multiply and divide within 100.

Work with radicals and integer exponents.

Work with addition and subtraction equations.

Represent and analyze quantitative relationships between dependent and independent variables.

Gain familiarity with factors and multiples.

Generate and analyze patterns.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Write expressions in equivalent forms to solve problems.

Represent and solve problems involving multiplication and division.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that focus on counting up to 20 objects or adding and subtracting within 10. Students choose from the centers introduced in previous lessons as well as one introduced in the previous activity. If more than one stage of a center has been introduced, students choose from any of the stages. Students are encouraged to choose the center that will be most helpful for them at this time.
Counting Collections
Number Race
Check it Off
Five in a Row: Addition and Subtraction
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from:
Counting Collections, Stage 1
Number Race, Stage 3
Check it Off, Stage 1
Five in a Row: Addition and Subtraction, Stages 1 and 2
Launch
Groups of 2
“Now you are going to 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.
8 minutes: center work time
“Choose what you would like to do next.”
8 minutes: center work time
Student Facing
Choose a center.
Counting Collections
Number Race
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Check it Off
Five in a Row: Addition and Subtraction
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Activity Synthesis
“What was your favorite part of center time today? Why was it your favorite?”


correct_option_index: 2