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.


Topic options: 
A. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
B. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
C. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
D. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
G. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
H. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
I. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
J. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Your response:
{
  "explanation": "In this problem, students learn to work with money, which involves different units of measure.",
  "answer": "G"
}

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_center_000269

2
options: Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
problem_activity: Narrative
The purpose of this activity is for students to write the symbol or number that makes a comparison statement true. Students then read the comparison statement. This activity has two parts. In the first part, students are given two numbers with a blank space in which to write a comparison symbol that makes the statement true. After students write the symbol, they read the comparison statement. Reading the statement encourages students to relate the language of comparison to the symbols (MP6). In the second part of the activity, students are given a comparison symbol and either one number or neither number. Students determine a number or numbers that will make the comparison true.
MLR8 Discussion Supports.
Before pairs begin working together, remind students to use phrases such as greater than and less than. Model how to use these phrases when comparing two numbers. Invite students to chorally repeat the phrases in context.
Advances: Speaking, Conversing
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Launch
Groups of 2
Give students access to connecting cubes in towers of 10 and singles.
Activity
Read the task statement.
8 minutes: partner work time
Student Facing
Compare the numbers.
Write <, >, or = in each blank.
Then read the comparison statement.
\(56 \underline{\hspace{1 cm}} 26\)
\(72 \underline{\hspace{1 cm}} 78\)
\(6 \underline{\hspace{1 cm}} 55\)
\(92 \underline{\hspace{1 cm}} 29\)
\(23 \underline{\hspace{1 cm}} 23\)
[IMG]
Fill in each box with a number to make each statement true.
\(\boxed{\phantom{\frac{aaai}{aaai}}} > 78\)
\(39 < \boxed{\phantom{\frac{aaai}{aaai}}}\)
\(13 = \boxed{\phantom{\frac{aaai}{aaai}}}\)
\(\boxed{\phantom{\frac{aaai}{aaai}}} < \boxed{\phantom{\frac{aaai}{aaai}}}\)
\(\boxed{\phantom{\frac{aaai}{aaai}}} > \boxed{\phantom{\frac{aaai}{aaai}}}\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students create statements that are not true, consider asking:
“Read your statement. How could you prove that it is a true statement?”
“What other numbers could you use to make this a true statement? Explain how you know.”
Activity Synthesis
Display
\(\boxed{\phantom{3}} > 78\)
.
“How did you know what number would make the statement true?” (I knew it had to be greater than 78 because I read the statement ‘blank is greater than 78’. I put in a number and read the statement out loud to see if it was true. I chose a number with more than 7 tens so I knew it would be greater than 78.)
Display
\(39 < \boxed{\phantom{3}}\)
.
“How did you know what number would make the statement true?” (I knew it had to be greater than 39 because I read the statement ‘39 is less than blank’. I put in a number and read the statement out loud to see if it was true. I chose a number with more than 3 tens so I knew that it would be greater than 39.)
Invite students to share comparisons they made for
\(\boxed{\phantom{3}}< \boxed{\phantom{3}}\)
and
\(\boxed{\phantom{3}} >\boxed{\phantom{3}}\)
.
\(\)
For each comparison shared, have the class decide if it is true or not.


correct_option_index: 6