few_shots: Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Topic options: 
A. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
B. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
D. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
E. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
F. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
G. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
J. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
K. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.


Your response:
{
  "explanation": "This problem teaches students different ways of writing numbers that express the same value. This helps students better understand the complex number system, which includes rational numbers.",
  "answer": "I"
}

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_001097

7
options: Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
problem_activity: Activity
This practice activity is similar to the last activity in the associated Algebra 1 lesson, except that students are asked to find specific information about the contexts before being asked to compare them.
To give students a greater opportunity to communicate their thinking verbally and listen to the reasoning of others, we recommend assigning each student to either work on function
\(m\)
or
\(p\)
for the first question, and then get together in groups of 2–4 to tackle the remaining questions.
Launch
Arrange students in groups of 2. In each group, one partner completes the first question for function
\(m\)
, and the other partner for function
\(p\)
. Then, partners should work together using the information they found in the first question to complete the remaining questions.
It’s a judgment call about whether to ask students to find the maximum of function
\(m\)
without a graphing calculator or provide access to graphing calculators. In the associated Algebra 1 lessons, there are times when students are asked to answer such a question without graphing.
Student Facing
Two objects are thrown into the air. The height of object M in meters is modeled by the function
\(m(x)=(5+10x)(1.5-x)\)
with
\(x\)
representing time in seconds. The height of object P in meters is modeled by the function
\(p\)
, represented by the graph.
[IMG]
For each object, determine:
the time at which the object hit the ground
the height from which the object was thrown
the maximum height of the object
the time at which the object reached its maximum height
Which object was launched from a greater height? Explain your reasoning.
Which object hit the ground first? Explain your reasoning.
Which object reached a greater maximum height? Explain your reasoning.
Student Response
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Activity Synthesis
Much of the conversation will take place within groups. Time permitting, invite students to create a visual display of their solutions and explanations. Give students an opportunity to review other groups’ work, and time to revise and refine their own work. If desired, select a few exemplary visual displays to keep posted in the classroom to support students in later lessons.


correct_option_index: 2