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: Define trigonometric ratios and solve problems involving right triangles.

Analyze, compare, create, and compose shapes.

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

Reason with shapes and their attributes.

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

Apply geometric concepts in modeling situations.

Understand congruence in terms of rigid motions.

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

Find arc lengths and areas of sectors of circles.

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

Explain volume formulas and use them to solve problems.

Use coordinates to prove simple geometric theorems algebraically.

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

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

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

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

Understand and apply theorems about circles.

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

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

Understand similarity in terms of similarity transformations.

Prove geometric theorems.

Experiment with transformations in the plane.

Prove theorems involving similarity.

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

Apply trigonometry to general triangles.

Make geometric constructions.

Understand and apply the Pythagorean Theorem.
problem_activity: (Teacher to provide diagrams.)
Prove that angle____ is bisected by ray ____ using constructions.
Below is a list of constructions to create a bisected line segment. Put these constructions in order and provide the reason for each of these, and then describe if the list of constructions helps you prove that the line is bisected.
Copy the angle shown below.


correct_option_index: 21

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