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: Analyze patterns and relationships.

Generate and analyze patterns.

Work with radicals and integer exponents.

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

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

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

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

Use polynomial identities to solve problems.

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

Interpret the structure of expressions.

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

Add and subtract within 20.

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

Multiply and divide within 100.

Represent and solve problems involving multiplication and division.

Use properties of operations to generate equivalent expressions.

Work with addition and subtraction equations.

Use the four operations with whole numbers to solve problems.

Create equations that describe numbers or relationships

Apply and extend previous understandings of arithmetic to algebraic expressions.

Reason about and solve one-variable equations and inequalities.

Gain familiarity with factors and multiples.

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

Rewrite rational expressions.

Solve equations and inequalities in one variable.

Write expressions in equivalent forms to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving addition and subtraction.

Understand the relationship between zeros and factors of polynomials.

Solve systems of equations.

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

Perform arithmetic operations on polynomials.

Represent and solve equations and inequalities graphically.

Write and interpret numerical expressions.
problem_activity: Task
Materials
Each pair of students needs: * One worksheet * Two markers of different colors * One pair of dice
Action
Student A rolls the two dice, finds the sum, and traces the number on the worksheet which corresponds to the answer with his/her marker. Student A then passes the dice to Student B who rolls both the dice, finds the sum and traces the correct number on the worksheet with his/her marker. Play continues this way until one of the numbers “wins” (i.e. all of the numbers of that quantity have been traced).
[IMG]


correct_option_index: 12