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: Experiment with transformations in the plane.

Reason with shapes and their attributes.

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

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

Understand and apply the Pythagorean Theorem.

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

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

Prove geometric theorems.

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

Understand similarity in terms of similarity transformations.

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

Understand congruence in terms of rigid motions.

Apply trigonometry to general triangles.

Analyze, compare, create, and compose shapes.

Make geometric constructions.

Explain volume formulas and use them to solve problems.

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

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

Understand and apply theorems about circles.

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

Prove theorems involving similarity.

Use coordinates to prove simple geometric theorems algebraically.

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

Find arc lengths and areas of sectors of circles.

Apply geometric concepts in modeling situations.

Define trigonometric ratios and solve problems involving right triangles.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that focus on adding and subtracting within 100. Students may also choose to continue working on Picture Books as one of their choices.
Students choose from any stage of previously introduced centers.
Capture Squares
Number Puzzles
Picture Books
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from:
Capture Squares, Stages 3
–
4
Number Puzzles, Stages 2
–
4
Picture Books, Stage 3
Launch
“Now you will choose from centers we have already learned. One of the choices is to continue with Picture Books.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
“Choose what you would like to do next.”
10 minutes: center work time
Student Facing
Choose a center.
Capture Squares
[IMG]
Number Puzzles
[IMG]
Picture Books
[IMG]
Activity Synthesis
“What did you like about the activities you worked on today?”


correct_option_index: 1