few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

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. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. 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.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
{
  "explanation": "This problem involves understanding fractions as numbers by comparing their quantities.",
  "answer": "F"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Perform arithmetic operations on polynomials.

Understand the relationship between zeros and factors of polynomials.

Write expressions in equivalent forms to solve problems.

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

Interpret the structure of expressions.

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

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

Represent and solve problems involving multiplication and division.

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

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

Add and subtract within 20.

Represent and solve problems involving addition and subtraction.

Multiply and divide within 100.

Represent and solve equations and inequalities graphically.

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

Reason about and solve one-variable equations and inequalities.

Represent and analyze quantitative relationships between dependent and independent variables.

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

Solve equations and inequalities in one variable.

Use properties of operations to generate equivalent expressions.

Analyze patterns and relationships.

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

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Write and interpret numerical expressions.

Use polynomial identities to solve problems.

Use the four operations with whole numbers to solve problems.

Work with radicals and integer exponents.

Solve systems of equations.

Rewrite rational expressions.

Generate and analyze patterns.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Create equations that describe numbers or relationships
problem_activity: Narrative
The purpose of this activity is for students to use what they know about making a ten to identify which addition expressions are equivalent to
\(10 + n\)
expressions. Students should have access to double 10-frames and connecting cubes or two-color counters.
The Compare Stage 2 Addition Cards will be used again in a later lesson.
Required Materials
Materials to Gather
Connecting cubes or two-color counters
Double 10-frames
Materials to Copy
Compare Stage 2 Addition Cards to 20
Required Preparation
Create a set of Compare Stage 2 Addition Cards to 20 from the blackline master for each group of 3.
Launch
Groups of 3
Give each group a set of cards and access to double 10-frames and connecting cubes or two-color counters.
Activity
Read the task statement.
8 minutes: small-group work
Student Facing
Take out all the expression cards that have the number 10.
Mix up the rest of the cards.
Pick a card.
Place the card under the expression with 10 that it is equal to.
[IMG]
Student Response
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Activity Synthesis
“We are going to create a poster and do a Gallery Walk.”


correct_option_index: 10