few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
{
  "explanation": "This problem involves understanding fractions, multiplication, and division.",
  "answer": "A"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Apply geometric concepts in modeling situations.

Define trigonometric ratios and solve problems involving right triangles.

Use coordinates to prove simple geometric theorems algebraically.

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

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

Experiment with transformations in the plane.

Understand and apply theorems about circles.

Reason with shapes and their attributes.

Find arc lengths and areas of sectors of circles.

Analyze, compare, create, and compose shapes.

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

Apply trigonometry to general triangles.

Prove geometric theorems.

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

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

Understand and apply the Pythagorean Theorem.

Prove theorems involving similarity.

Understand congruence in terms of rigid motions.

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

Understand similarity in terms of similarity transformations.

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

Make geometric constructions.

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

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

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

Explain volume formulas and use them to solve problems.

Solve real-world and mathematical problems involving area, surface area, and volume.
problem_activity: Task
Mr. Watkins asked his students to draw a line of symmetry for a circle
with center $O$ pictured below:
[IMG]
Lisa drew the picture below. Is Lisa correct?
[IMG]
Brad drew the picture below. Is Brad's picture correct?
[IMG]
How many lines of symmetry does a circle have? Explain.
Explain why  each line of symmetry divides the circle in half.
Explain why each line of symmetry for the circle must go through the center.


correct_option_index: 10