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: Interpret the structure of expressions.

Multiply and divide within 100.

Use properties of operations to generate equivalent expressions.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Gain familiarity with factors and multiples.

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

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

Generate and analyze patterns.

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

Represent and solve equations and inequalities graphically.

Use the four operations with whole numbers to solve problems.

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

Work with radicals and integer exponents.

Analyze patterns and relationships.

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

Add and subtract within 20.

Understand the relationship between zeros and factors of polynomials.

Reason about and solve one-variable equations and inequalities.

Use polynomial identities to solve problems.

Perform arithmetic operations on polynomials.

Solve equations and inequalities in one variable.

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

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

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

Represent and solve problems involving addition and subtraction.

Solve systems of equations.

Write and interpret numerical expressions.

Write expressions in equivalent forms to solve problems.

Work with addition and subtraction equations.

Represent and solve problems involving multiplication and division.

Rewrite rational expressions.

Create equations that describe numbers or relationships

Apply and extend previous understandings of arithmetic to algebraic expressions.
problem_activity: Narrative
The purpose of this warm-up is to elicit the idea that there can be a connection between drawings and expressions, which will be useful when students interpret the numbers and symbols in an expression in relation to drawings. While students may notice and wonder many things about the image and expression, the important discussion points are that there are 3 red counters and the number 3 and that there is 1 yellow counter and the number 1.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice?
What do you wonder?
[IMG]
Student Response
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Activity Synthesis
“How many counters are there? How do you see them?” (4. I see 1 yellow  counter and 3 red counters.)
“In the next activity, we will match expressions to drawings.”


correct_option_index: 23