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

Perform arithmetic operations on polynomials.

Represent and solve equations and inequalities graphically.

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

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

Solve equations and inequalities in one variable.

Use the four operations with whole numbers to solve problems.

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

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with addition and subtraction equations.

Reason about and solve one-variable equations and inequalities.

Interpret the structure of expressions.

Understand the relationship between zeros and factors of polynomials.

Add and subtract within 20.

Gain familiarity with factors and multiples.

Create equations that describe numbers or relationships

Represent and solve problems involving multiplication and division.

Represent and solve problems involving addition and subtraction.

Generate and analyze patterns.

Solve systems of equations.

Work with radicals and integer exponents.

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

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

Use properties of operations to generate equivalent expressions.

Rewrite rational expressions.

Write expressions in equivalent forms to solve problems.

Analyze patterns and relationships.

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

Write and interpret numerical expressions.

Multiply and divide within 100.

Use polynomial identities to solve problems.
problem_activity: Task
The graphs below show the distance two cars have traveled along the freeway over a period of several seconds. Car A is traveling 30 meters per second.
[IMG]
Which equation from those shown below is the best choice for describing the distance traveled by car B after $x$ seconds? Explain.
$y = 85x$
$y = 60x$
$y = 30x$
$y = 15x$


correct_option_index: 9