few_shots: Example 1:
Problem/activity:
Task
Materials
One 10-frame per pair of students (see example below)
[IMG]
Counters, 10 per pair of students
Decks of number cards 0-5 (with 4 of each number) or two 0-5 dice
Setup
This activity is done in pairs. The students sit side by side with 10-frame and deck of cards or dice. If they have cards, the cards are shuffled and placed face down in front of them.
Action
Player 1 flips a card or rolls the die. They place that many counters on the 10-frame. Player 2 flips a card or rolls the die. They place that many more counters on the 10-frame next to the counters already on the ten frame. The students count the total together.
A recording sheet can be added when the students have been introduced to equations and number sentences. For those students who can handle higher numbers, a deck of 0-10 cards and two 10-frames can be used.
This game can also be played alone.


Standard options: 
A. Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
B. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
C. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
D. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
E. Fluently add and subtract within 5.


Your response:
{
  "explanation": "This task involves representing addition with objects such as number cards and dice.",
  "answer": "A"
}

Example 2:
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} $

Standard options: 
A. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
B. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
C. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
{
  "explanation": "By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.",
  "answer": "B"
}

Example 3:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Standard options: 
A. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
B. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
C. Fluently multiply multi-digit whole numbers using the standard algorithm.


Your response:
{
  "explanation": "This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.",
  "answer": "C"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_001477

K

im_task_000157

3

fl_problem_000674

5
options: Recognize and represent proportional relationships between quantities.

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
problem_activity: Problem 1
A repair technician replaces cracked screens on phones. He can replace 5 screens in 3 hours.
a.   Write an equation you can use to determine how long it takes to replace any number of screens.
b.   Write an equation you can use to determine how many screens can be replaced in a certain number of hours.
c.   Use one of your equations to determine how long it would take to replace 30 screens.
d.   Use one of your equations to determine how many screens could be replaced in 12 hours.
Problem 2
A train traveling from Boston to New York moves at a constant speed. The train covers 260 miles in 3.25 hours.
Write an equation that represents this relationship. Explain what your equation tells you about the train.
Problem 3
Deli turkey meat is on sale at two different grocery stores, as represented below.
{"table": [{"_attributes": {"class": ["table"], "style": "table-layout: fixed ; width: 100%"}, "tbody": [{"tr": [{"td": [{"p": [{"strong": [{"_value": "Stop & Buy"}]}, {"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$c=6.25p$$"}, {"_attributes": {"class": ["math-tex"]}, "_value": "$$c$$"}, {"_attributes": {"class": ["math-tex"]}, "_value": "$$p$$"}], "_values": [", where", "represents cost in dollars and", "represents number of pounds of turkey"]}]}, {"p": [{"strong": [{"_value": "Roger's"}]}], "table": [{"_attributes": {"class": ["table", "table-bordered"], "style": "table-layout:Fixed; width:100%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "p": [{"strong": [{"_value": "Amount"}]}, {"strong": [{"_value": "(pounds)"}]}]}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "p": [{"strong": [{"_value": "Cost"}]}, {"strong": [{"_value": "($)"}]}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "3"}, {"_attributes": {"style": "text-align:center"}, "_value": "19.50"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "4"}, {"_attributes": {"style": "text-align:center"}, "_value": "26.00"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "6"}, {"_attributes": {"style": "text-align:center"}, "_value": "39.00"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "7"}, {"_attributes": {"style": "text-align:center"}, "_value": "45.50"}]}]}]}]}]}]}]}]}
What is the unit price of turkey per pound at each store? Which store has the better sale?


correct_option_index: 0