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: Apply geometric concepts in modeling situations.

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

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

Explain volume formulas and use them to solve problems.

Experiment with transformations in the plane.

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

Prove geometric theorems.

Prove theorems involving similarity.

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

Understand and apply theorems about circles.

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

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

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

Use coordinates to prove simple geometric theorems algebraically.

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

Find arc lengths and areas of sectors of circles.

Apply trigonometry to general triangles.

Reason with shapes and their attributes.

Analyze, compare, create, and compose shapes.

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

Make geometric constructions.

Understand and apply the Pythagorean Theorem.

Understand similarity in terms of similarity transformations.

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

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

Understand congruence in terms of rigid motions.

Define trigonometric ratios and solve problems involving right triangles.
problem_activity: Task
Pablo is practicing bank shots on a standard 4 ft.-by-8 ft. pool table that has a wall on each side, a pocket in each corner, and a pocket at the midpoint of each eight-foot side.
Pablo places the cue ball one foot away from the south wall of the table and one foot away from the west wall, as shown in the diagram below.  He wants to bank the cue ball off of the east wall and into the pocket at the midpoint of the north wall.
[IMG]
At what point should the cue ball hit the east wall?
After Pablo practices banking the cue ball off of the east wall, he tries placing the eight-ball two feet from the east wall, as shown in the diagram below, so that if he shoots the cue ball exactly as he did before, the cue ball will strike the eight-ball directly and sink the eight-ball into the north pocket.  How far from the north wall should Pablo place the eight-ball?
[IMG]


correct_option_index: 7