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: Analyze proportional relationships and use them to solve real-world and mathematical problems.

Understand ratio concepts and use ratio reasoning to solve problems.
problem_activity: In science class, you measure the mass and volume of different pieces of aluminum. You determine that there is a proportional relationship between mass and volume. The data on four samples of aluminum is shown in the table.
{"table": [{"_attributes": {"align": "center", "class": ["table", "table-bordered"], "style": "table-layout:Fixed; width:50%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$^3$$"}], "_values": ["Volume (cm", ")"]}]}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"_value": "Mass (g)"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "4"}, {"_attributes": {"style": "text-align:center"}, "_value": "10.8"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "7"}, {"_attributes": {"style": "text-align:center"}, "_value": "18.9"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "12"}, {"_attributes": {"style": "text-align:center"}, "_value": "32.4"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "18"}, {"_attributes": {"style": "text-align:center"}, "_value": "48.6"}]}]}]}]}
After you put your scale away, you realize that you forgot to find the mass of one more piece of aluminum. The volume of the piece of aluminum is 10 cm
$${^3}$$
. Can you determine the mass without taking your scale back out?


correct_option_index: 0