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
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
{
  "explanation": "This problem involves understanding fractions, multiplication, and division.",
  "answer": "A"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Work with radicals and integer exponents.

Represent and analyze quantitative relationships between dependent and independent variables.

Gain familiarity with factors and multiples.

Solve systems of equations.

Write and interpret numerical expressions.

Interpret the structure of expressions.

Write expressions in equivalent forms to solve problems.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Create equations that describe numbers or relationships

Use properties of operations to generate equivalent expressions.

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

Use the four operations with whole numbers to solve problems.

Reason about and solve one-variable equations and inequalities.

Analyze patterns and relationships.

Understand the relationship between zeros and factors of polynomials.

Multiply and divide within 100.

Use polynomial identities to solve problems.

Rewrite rational expressions.

Work with addition and subtraction equations.

Perform arithmetic operations on polynomials.

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

Solve equations and inequalities in one variable.

Generate and analyze patterns.

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

Represent and solve problems involving multiplication and division.

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

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

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

Represent and solve problems involving addition and subtraction.

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

Represent and solve equations and inequalities graphically.

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

Add and subtract within 20.
problem_activity: Task
The population of a country is initially 2 million people and is increasing at 4% per year. The country's annual food supply is initially adequate for 4 million people and is increasing at a constant rate adequate for an additional 0.5 million people per year.
Based on these assumptions, in approximately what year will this country ﬁrst experience shortages of food?
If the country doubled its initial food supply and maintained a constant rate of increase in the supply adequate for an additional 0.5 million people per year, would shortages still occur?  In approximately which year?
If the country doubled the rate at which its food supply increases, in addition to doubling its initial food supply, would shortages still occur?


correct_option_index: 31