few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response:
{
  "explanation": "In this problem, students work with money in the form of coins.",
  "answer": "N"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Add and subtract within 20.

Work with radicals and integer exponents.

Create equations that describe numbers or relationships

Apply and extend previous understandings of arithmetic to algebraic expressions.

Gain familiarity with factors and multiples.

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

Multiply and divide within 100.

Reason about and solve one-variable equations and inequalities.

Understand the relationship between zeros and factors of polynomials.

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

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

Rewrite rational expressions.

Perform arithmetic operations on polynomials.

Represent and solve equations and inequalities graphically.

Use polynomial identities to solve problems.

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

Use properties of operations to generate equivalent expressions.

Write and interpret numerical expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving addition and subtraction.

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

Use the four operations with whole numbers to solve problems.

Solve equations and inequalities in one variable.

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

Interpret the structure of expressions.

Generate and analyze patterns.

Write expressions in equivalent forms to solve problems.

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

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

Represent and solve problems involving multiplication and division.

Analyze patterns and relationships.

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

Solve systems of equations.

Work with addition and subtraction equations.
problem_activity: Task
Sadie computes the perimeter of a rectangle by adding the length, $l$, and width, $w$, and doubling this sum. Eric computes the perimeter of a rectangle by doubling the length, $l$, doubling the width, $w$, and adding the doubled amounts.
Write an expression for Sadie’s way of calculating the perimeter. Write an expression for Eric’s way as well.
Use both of the expressions to find the perimeter of a rectangle with length 30 and width 75.
Explain why Sadie and Eric always get the same answer, no matter what the length and width of the rectangle are.


correct_option_index: 3