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

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

Analyze patterns and relationships.

Add and subtract within 20.

Generate and analyze patterns.

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

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

Represent and solve problems involving multiplication and division.

Write expressions in equivalent forms to solve problems.

Solve systems of equations.

Solve equations and inequalities in one variable.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with radicals and integer exponents.

Use polynomial identities to solve problems.

Gain familiarity with factors and multiples.

Represent and solve equations and inequalities graphically.

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

Use the four operations with whole numbers to solve problems.

Reason about and solve one-variable equations and inequalities.

Interpret the structure of expressions.

Multiply and divide within 100.

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

Perform arithmetic operations on polynomials.

Create equations that describe numbers or relationships

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

Represent and analyze quantitative relationships between dependent and independent variables.

Use properties of operations to generate equivalent expressions.

Work with addition and subtraction equations.

Rewrite rational expressions.

Represent and solve problems involving addition and subtraction.

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

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

Write and interpret numerical expressions.

Understand the relationship between zeros and factors of polynomials.
problem_activity: Warm-up
The purpose of this warm-up is to reactivate students’ understanding of tape diagrams to make it more likely that tape diagrams are accessible as a tool for them to choose in this lesson. The diagram was deliberately constructed to encourage some students to write an equation like
\(24=3(a+2)\)
and others like
\(24=3a+6\)
. Monitor for one student who writes each type of equation.
Launch
Arrange students in groups of 2. Give 5 minutes of quiet think time and time to share their work with a partner followed by a whole-class discussion.
Student Facing
[IMG]
Write a story that could be represented by this tape diagram.
Write an equation that could be represented by this tape diagram.
Student Response
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Activity Synthesis
After students have had a chance to share their work with their partner, select a few students to share their stories. Then, select one student to share each type of equation and explain its structure:
\(3(a+2)=24\)
and
\(3a+6=24\)
.


correct_option_index: 21