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 properties of multiplication and the relationship between multiplication and division.

Generate and analyze patterns.

Work with addition and subtraction equations.

Perform arithmetic operations on polynomials.

Use properties of operations to generate equivalent expressions.

Use polynomial identities to solve problems.

Represent and analyze quantitative relationships between dependent and independent variables.

Add and subtract within 20.

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

Understand the relationship between zeros and factors of polynomials.

Create equations that describe numbers or relationships

Reason about and solve one-variable equations and inequalities.

Represent and solve problems involving addition and subtraction.

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

Gain familiarity with factors and multiples.

Analyze patterns and relationships.

Solve equations and inequalities in one variable.

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

Represent and solve problems involving multiplication and division.

Multiply and divide within 100.

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

Use the four operations with whole numbers to solve problems.

Represent and solve equations and inequalities graphically.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Write expressions in equivalent forms to solve problems.

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

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

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

Rewrite rational expressions.

Work with radicals and integer exponents.

Solve systems of equations.

Interpret the structure of expressions.

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

Write and interpret numerical expressions.
problem_activity: Stage 6: Multiply with 1–5
Required Preparation
Materials to Gather
Colored pencils or crayons
Number cubes
Paper clips
Materials to Copy
Blackline Masters
Capture Squares Stage 6 Gameboard
Capture Squares Stage 6 Spinner

Narrative
Students roll a number cube and spin a spinner and find the product of the two numbers they generated. The spinner has numbers 2–5.
Additional Information
Each group of 2 needs one number cube.


correct_option_index: 19