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

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

Understand and apply theorems about circles.

Make geometric constructions.

Apply geometric concepts in modeling situations.

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

Prove geometric theorems.

Understand and apply the Pythagorean Theorem.

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

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

Define trigonometric ratios and solve problems involving right triangles.

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

Prove theorems involving similarity.

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

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

Understand congruence in terms of rigid motions.

Explain volume formulas and use them to solve problems.

Apply trigonometry to general triangles.

Reason with shapes and their attributes.

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

Understand similarity in terms of similarity transformations.

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

Find arc lengths and areas of sectors of circles.

Experiment with transformations in the plane.

Use coordinates to prove simple geometric theorems algebraically.

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

Analyze, compare, create, and compose shapes.
problem_activity: Task
Milong and her friends are at the beach looking out onto the ocean on a clear day and they wonder how far away the horizon is.
About how far can Milong see out on the ocean?
If
Milong climbs up onto a lifeguard tower, how far is the horizon in Milong's view?
Mount Shishaldin lies on a narrow peninsula in Alaska  and is pictured here:
[IMG]
If Milong were to stand atop Mount Shishaldin and look out over the ocean, how far would the horizon be?
Based on the answers to the questions above,
is the distance of Milong's visual  horizon proportional to her elevation above the surface of the earth?  Explain.


correct_option_index: 4

12