few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


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. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. 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.


Your response:
{
  "explanation": "In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.",
  "answer": "B"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Represent and solve equations and inequalities graphically.

Represent and analyze quantitative relationships between dependent and independent variables.

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

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

Solve systems of equations.

Work with radicals and integer exponents.

Represent and solve problems involving multiplication and division.

Write and interpret numerical expressions.

Add and subtract within 20.

Generate and analyze patterns.

Create equations that describe numbers or relationships

Solve equations and inequalities in one variable.

Represent and solve problems involving addition and subtraction.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Analyze patterns and relationships.

Interpret the structure of expressions.

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

Use properties of operations to generate equivalent expressions.

Rewrite rational expressions.

Reason about and solve one-variable equations and inequalities.

Use polynomial identities to solve problems.

Gain familiarity with factors and multiples.

Use the four operations with whole numbers to solve problems.

Work with addition and subtraction equations.

Multiply and divide within 100.

Write expressions in equivalent forms to solve problems.

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

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

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

Understand the relationship between zeros and factors of polynomials.

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

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

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

Perform arithmetic operations on polynomials.
problem_activity: Below is a graph of the height of a toy rocket over time. This is modeled by a quadratic function.
[IMG]
Describe the features of the function in terms of the intercepts, intervals where the function is increasing/decreasing, and intervals where the rate of change is constant/increasing/decreasing. Describe what each of these features means in the context of the problem.


correct_option_index: 10