few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Your response:
{
  "explanation": "In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.",
  "answer": "B"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Gain familiarity with factors and multiples.

Perform arithmetic operations on polynomials.

Write and interpret numerical expressions.

Understand the relationship between zeros and factors of polynomials.

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

Write expressions in equivalent forms to solve problems.

Solve equations and inequalities in one variable.

Generate and analyze patterns.

Represent and solve problems involving multiplication and division.

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

Analyze patterns and relationships.

Create equations that describe numbers or relationships

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.

Rewrite rational expressions.

Work with radicals and integer exponents.

Add and subtract within 20.

Reason about and solve one-variable equations and inequalities.

Use properties of operations to generate equivalent expressions.

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

Use polynomial identities to solve problems.

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

Use the four operations with whole numbers to solve problems.

Interpret the structure of expressions.

Multiply and divide within 100.

Solve systems of equations.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with addition and subtraction equations.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving addition and subtraction.

Represent and solve equations and inequalities graphically.

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

Solve problems involving the four operations, and identify and explain patterns in arithmetic.
problem_activity: Narrative
The purpose of this How Many Do You See is to allow students to use subitizing or grouping strategies to describe the images they see. In the synthesis, discuss what students know about the How Many Do You See routine and what they need to think about to create one like this example.
Launch
Groups of 2
“How many do you see? How do you see them?”
Flash the image.
30 seconds: quiet think time
Activity
Display the image.
“Discuss your thinking with your partner.”
1 minute: partner discussion
Record responses.
Student Facing
How many do you see? How do you see them?
[IMG]
Student Response
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Activity Synthesis
“What do you know about How Many Do You See?” (They have dots arranged in groups that make the dots easier to count. There are many different ways to count the dots.)
Consider asking: “What would you have to think about if you were going to design a How Many Do You See like this one?” (How the dots are organized. How to create groups of dots that are easy to count. Different ways that the dots could be seen.)
Record and display responses for all to see.


correct_option_index: 8