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: Graph points on the coordinate plane to solve real-world and mathematical problems.

Prove geometric theorems.

Explain volume formulas and use them to solve problems.

Understand and apply the Pythagorean Theorem.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Define trigonometric ratios and solve problems involving right triangles.

Reason with shapes and their attributes.

Visualize relationships between two-dimensional and three-dimensional objects.

Experiment with transformations in the plane.

Classify two-dimensional figures into categories based on their properties.

Understand and apply theorems about circles.

Prove theorems involving similarity.

Use coordinates to prove simple geometric theorems algebraically.

Understand congruence in terms of rigid motions.

Understand similarity in terms of similarity transformations.

Apply geometric concepts in modeling situations.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Find arc lengths and areas of sectors of circles.

Translate between the geometric description and the equation for a conic section.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Make geometric constructions.

Analyze, compare, create, and compose shapes.

Apply trigonometry to general triangles.

Solve real-world and mathematical problems involving area, surface area, and volume.
problem_activity: Task
Consider a circle with center $O$ and let $P\,$ be a point on the circle. Suppose $L$ is a tangent line to the circle at $P$,  that is $L$  meets the circle only at $P$.
[IMG]
Show that $\overline{OP}\,$ is perpendicular to $L$.


correct_option_index: 1

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