few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Your response:
{
  "explanation": "This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).",
  "answer": "B"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001097

7
options: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.

Fluently add and subtract within 5.

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the Shake and Spill center. Students practice counting to find the total of 2 groups of objects and representing addition with an expression.
After they participate in the center, students choose from any stage of previously introduced centers.
Number Race
Math Stories
Required Materials
Materials to Gather
Crayons
Materials from previous centers
Two-color counters
Materials to Copy
Shake and Spill Stage 3 Recording Sheet Kindergarten
Required Preparation
Each group of 2 needs 10 two-color counters.
Each group of 2 needs access to a yellow crayon and a red crayon.
Gather materials from:
Number Race, Stage 1
Math Stories, Stages 1 and 2
Launch
Groups of 2
Give each group of students two-color counters and red and yellow crayons. Give each student a recording sheet.
“We are going to learn a new way to play Shake and Spill. One partner will choose some counters, shake them, and spill them. Then draw a picture to show the red and yellow counters. Work together to figure out how to fill in an expression to show how many red and yellow counters. Take turns shaking and spilling the counters.”
Activity
8 minutes: partner work time
“Now you can choose another center. You can also continue playing Shake and Spill.”
Display the center choices in the student book.
Invite students to work at the center of their choice.
10 minutes: center work time
If time, invite students to choose another center.
Student Facing
Choose a center.
Shake and Spill
[IMG]
Number Race
[IMG]
Math Stories
[IMG]
Activity Synthesis
Display
\(4 + 3\)
.
“Andre and Tyler wrote
\(4 + 3\)
. What do you think their counters looked like?” (4 red counters and 3 yellow counters. 4 yellow counters and 3 red counters.)


correct_option_index: 3

4