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

Use the four operations with whole numbers to solve problems.

Represent and solve problems involving multiplication and division.

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

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

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

Write expressions in equivalent forms to solve problems.

Solve systems of equations.

Solve equations and inequalities in one variable.

Multiply and divide within 100.

Gain familiarity with factors and multiples.

Represent and solve problems involving addition and subtraction.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Use properties of operations to generate equivalent expressions.

Add and subtract within 20.

Reason about and solve one-variable equations and inequalities.

Generate and analyze patterns.

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

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

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

Use polynomial identities to solve problems.

Rewrite rational expressions.

Interpret the structure of expressions.

Represent and solve equations and inequalities graphically.

Create equations that describe numbers or relationships

Analyze patterns and relationships.

Work with radicals and integer exponents.

Understand the relationship between zeros and factors of polynomials.

Write and interpret numerical expressions.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Perform arithmetic operations on polynomials.

Work with addition and subtraction equations.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that offer practice adding two-digit numbers within 100. Students choose from any stage of previously introduced centers.
How Close?
Target Numbers
Five in a Row
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from:
How Close? Stages 1–3
Target Numbers, Stages 1–3
Five in a Row, Stages 1–6
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
Student Facing
Choose a center.
How Close?
[IMG]
Target Numbers
[IMG]
Five in a Row
[IMG]
Activity Synthesis
“Diego and Elena are playing How Close. Diego has a sum of 91. Elena has a sum of 89. Who gets a point for being closer to 100? How do you know?”


correct_option_index: 15