few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

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. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. 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.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
{
  "explanation": "This problem involves understanding fractions as numbers by comparing their quantities.",
  "answer": "F"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Perform arithmetic operations on polynomials.

Solve equations and inequalities in one variable.

Write and interpret numerical expressions.

Reason about and solve one-variable equations and inequalities.

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

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

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

Interpret the structure of expressions.

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

Represent and solve problems involving addition and subtraction.

Solve systems of equations.

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

Create equations that describe numbers or relationships

Work with radicals and integer exponents.

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

Use properties of operations to generate equivalent expressions.

Add and subtract within 20.

Gain familiarity with factors and multiples.

Analyze patterns and relationships.

Represent and analyze quantitative relationships between dependent and independent variables.

Write expressions in equivalent forms to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Rewrite rational expressions.

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

Represent and solve problems involving multiplication and division.

Multiply and divide within 100.

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

Work with addition and subtraction equations.

Understand the relationship between zeros and factors of polynomials.

Use the four operations with whole numbers to solve problems.

Generate and analyze patterns.

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

Represent and solve equations and inequalities graphically.

Use polynomial identities to solve problems.
problem_activity: Stage 3: 20 Cubes
Required Preparation
Materials to Gather
Connecting cubes
Materials to Copy
Blackline Masters
What's Behind My Back Stage 3 Recording Sheet

Narrative
Students work with 20 cubes, organized into two towers of 10 cubes. One partner snaps the towers and puts one part behind their back and shows the other part to their partner. Their partner figures out how many cubes are behind their back. Students record an addition equation with a blank to represent the missing cubes.
Additional Information
Each group of 2 needs 20 connecting cubes.


correct_option_index: 16