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: Interpret the structure of expressions.

Analyze patterns and relationships.

Add and subtract within 20.

Rewrite rational expressions.

Gain familiarity with factors and multiples.

Write expressions in equivalent forms to solve problems.

Work with addition and subtraction equations.

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

Represent and solve problems involving addition and subtraction.

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

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

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

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

Understand the relationship between zeros and factors of polynomials.

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

Use properties of operations to generate equivalent expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Write and interpret numerical expressions.

Multiply and divide within 100.

Represent and solve equations and inequalities graphically.

Create equations that describe numbers or relationships

Use the four operations with whole numbers to solve problems.

Perform arithmetic operations on polynomials.

Reason about and solve one-variable equations and inequalities.

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

Work with radicals and integer exponents.

Solve equations and inequalities in one variable.

Solve systems of equations.

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

Use polynomial identities to solve problems.

Generate and analyze patterns.

Represent and solve problems involving multiplication and division.

Represent and analyze quantitative relationships between dependent and independent variables.
problem_activity: Problem 1
Solve the equation below. For each step, explain why each line of your work is equivalent to the line before it.
$${\frac{1}{2}(-12x+4)+5x=\frac{2}{3}(24)}$$
Problem 2
Find and explain the error in the work below.
$${15=-3(m-2)-9}$$
$${15=-3m+6-9}$$
$${15=-3m-3}$$
$${12=-3m}$$
$${m=-4}$$


correct_option_index: 25