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: Use properties of operations to generate equivalent expressions.

Perform arithmetic operations on polynomials.

Represent and solve equations and inequalities graphically.

Use polynomial identities to solve problems.

Write and interpret numerical expressions.

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

Understand the relationship between zeros and factors of polynomials.

Rewrite rational expressions.

Solve systems of equations.

Write expressions in equivalent forms to solve problems.

Add and subtract within 20.

Work with radicals and integer exponents.

Reason about and solve one-variable equations and inequalities.

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

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

Analyze patterns and relationships.

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

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Represent and solve problems involving addition and subtraction.

Represent and solve problems involving multiplication and division.

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

Solve equations and inequalities in one variable.

Generate and analyze patterns.

Represent and analyze quantitative relationships between dependent and independent variables.

Create equations that describe numbers or relationships

Multiply and divide within 100.

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

Interpret the structure of expressions.

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.

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

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

Apply and extend previous understandings of arithmetic to algebraic expressions.
problem_activity: Task
Chase and his brother like to play basketball.  About a month ago they decided to keep track of how many games they have each won.  As of today, Chase has won 18 out of the 30 games against his brother.
How many games would Chase have to win in a row in order to have a 75% wining record?
How many games would Chase have to win in a row in order to have a 90% winning record?
Is Chase able to reach a 100% winning record?  Explain why or why not.
Suppose that after reaching a winning record of 90% in part (b), Chase had a losing streak.  How many games in a row would Chase have to lose in order to drop down to a winning record below 55% again?


correct_option_index: 5

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