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: Understand and evaluate random processes underlying statistical experiments.

Summarize and describe distributions.

Calculate expected values and use them to solve problems.

Investigate patterns of association in bivariate data.

Investigate chance processes and develop, use, and evaluate probability models.

Summarize, represent, and interpret data on a single count or measurement variable.

Develop understanding of statistical variability.

Interpret linear models.

Use random sampling to draw inferences about a population.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Use probability to evaluate outcomes of decisions.

Understand independence and conditional probability and use them to interpret data.

Draw informal comparative inferences about two populations.
problem_activity: Problem 1
Bobbie is a sixth grader who competes in the 100-meter hurdles. In eight track meets during the season, she recorded the following times (to the nearest one hundredth of a second).
18.11    31.23    17.99    18.25    17.50    35.55    17.44    17.85
a.   What is the mean of Bobbie’s times for these track meets? What does the mean tell you in terms of the context?
b.   What is the median of Bobbie’s times? What does the median tell you in terms of the context?
c.   Explain why the mean is higher than the median.
d.   Which measure of center do you think best represents Bobbie’s 100-meter hurdle time? Explain your reasoning.
e.   The two times that were over 30 seconds were times when Bobbie fell on a hurdle. She decides to take those times out to get a sense of her typical time without falling. What is the new mean? The new median? How do those compare to the original mean and median?
Problem 2
At the University of North Carolina (UNC) in the mid-1980's, the average starting salary for a Geography major was over $100,000 (equivalent to almost $300,000 today).
At that same time, basketball star Michael Jordan was drafted into the NBA with one of the highest salaries in the league. He had just graduated from UNC with a degree in Geography.
a.   Explain why the mean is a misleading measure of center to represent the salary of geography students at UNC.
b.   What measure of center would better represent the salary of geography students at UNC? Explain your reasoning.
Problem 3
The data set below represents the morning commute time of eight colleagues in an office on the same day. The mean of the data set is 32.5 minutes and the median is 38 minutes.
45           32           38           20           5           40           38           42
There was a typo in the data set, and the input “5” was supposed to be “50.” The typo is corrected and the correct mean and median are found.
Without calculating, explain what impact the typo had on the mean and the median.


correct_option_index: 1

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