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.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response:
{
  "explanation": "In this problem, students work with money in the form of coins.",
  "answer": "N"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Understand similarity in terms of similarity transformations.

Explain volume formulas and use them to solve problems.

Solve real-world and mathematical problems involving area, surface area, and volume.

Understand congruence in terms of rigid motions.

Use coordinates to prove simple geometric theorems algebraically.

Understand and apply the Pythagorean Theorem.

Prove theorems involving similarity.

Translate between the geometric description and the equation for a conic section.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Experiment with transformations in the plane.

Reason with shapes and their attributes.

Apply trigonometry to general triangles.

Prove geometric theorems.

Understand and apply theorems about circles.

Apply geometric concepts in modeling situations.

Classify two-dimensional figures into categories based on their properties.

Make geometric constructions.

Define trigonometric ratios and solve problems involving right triangles.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Understand congruence and similarity using physical models, transparencies, or geometry software.

Analyze, compare, create, and compose shapes.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Visualize relationships between two-dimensional and three-dimensional objects.

Find arc lengths and areas of sectors of circles.
problem_activity: Problem 1
Based on the definition of each feature of a circle below, label the circle with the appropriate vocabulary words.
Arc:
Part of any curve
Central angle:
An angle formed by two radii with the vertex as the center of the circle
Chord:
A line segment containing two points on a curve
Diameter:
A line segment connecting two points on a curve that passes through the center of the circle
Radius:
A line segment that connects the center of a circle and a point on the circle
Tangent:
A line that intersect a circle at one and only one point
[IMG]
Problem 2
Below is circle
$$A$$
with points
$$E$$
,
$$C$$
,
$$D$$
, and
$$B$$
on the circle.
$$\angle EAC \cong \angle DAB$$
.
[IMG]
What is the relationship between
$$\overline{BD}$$
and
$$\overline {EC}$$
?
Problem 3
Given diameter
$$\overline{CB}$$
, chords
$$\overline{DB}$$
and
$$\overline{CD}$$
, and radii
$$\overline{AC}$$
,
$$\overline{AD}$$
, and
$$\overline{AB}$$
, find the measure of
$$\angle CDB$$
.
[IMG]


correct_option_index: 14