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: 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.

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

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.

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

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.

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.

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

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

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

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.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
problem_activity: Problem 1
The table below shows the distance that Ms. Smith's fourth graders ran before stopping for a rest.
{"table": [{"_attributes": {"align": "Center", "class": ["table", "table-bordered"], "style": "table-layout:fixed; width:50%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "_value": "Student"}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "_value": "Distance (in miles)"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Joe"}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${2{1\\over2}}$$"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Arianna"}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${1{3\\over4}}$$"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Bobbi"}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${2{1\\over8}}$$"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Morgan"}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${1{{5\\over8}}}$$"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Jack"}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${2{{5\\over8}}}$$"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Sasha"}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${2{1\\over4}}$$"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Tyler"}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${2{2\\over4}}$$"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Jenny"}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${{5\\over8}}$$"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Anson"}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${2{2\\over8}}$$"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "Chandra"}, {"_attributes": {"style": "text-align:center"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$${2{4\\over8}}$$"}]}]}]}]}]}
Using the information in the table, answer the following questions:
a.   What was the longest distance a student ran?
b.   What was the shortest distance a student ran?
c.   What was the most common distance that students ran?
Problem 2
Use the data from Anchor Task #1 to create a line plot.
Problem 3
a.   With a partner or group, gather a handful of round buttons from a diverse collection and use a ruler to measure the diameter of each button to the nearest eighth inch.
b.   Make a dot plot of button diameters, marking your scale in eighth-inch increments.
c.   What is the most common diameter in your collection? How does that compare with the collection from another group?
d.   Now measure the diameters of these same buttons to the nearest quarter inch.
e.   Make a dot plot of button diameters, marking your scale in quarter-inch increments.
f.   Describe the differences between the two dot plots you created. Which one gives you more information? Which one is easier to read?


correct_option_index: 0