few_shots: Example:
Problem/activity:
Stage 1: Money
Required Preparation
Materials to Copy
Blackline Masters
Would You Rather Stage 1 Spinner
Would You Rather Stage 1 Recording Sheet

Narrative
The first partner spins to get a group of coins. They write a question that compares the amount they spun to a different group of coins that they make up.


Mathematical concept/skill options: 
A. Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
B. Represent and interpret data.
C. Geometric measurement: understand concepts of volume and relate volume to multiplication and to addition.
D. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures.
E. Describe and compare measurable attributes.
F. Geometric measurement: understand concepts of angle and measure angles.
G. Convert like measurement units within a given measurement system.
H. Geometric measurement: understand concepts of area and relate area to multiplication and to addition.
I. Measure and estimate lengths in standard units.
J. Classify objects and count the number of objects in each category.
K. Tell and write time.
L. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.
M. Measure lengths indirectly and by iterating length units.
N. Work with time and money.
O. Relate addition and subtraction to length.


Your response:
{
  "explanation": "In this problem, students work with money in the form of coins.",
  "answer": "N"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_center_000269

2
options: Use polynomial identities to solve problems.

Analyze patterns and relationships.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Work with addition and subtraction equations.

Gain familiarity with factors and multiples.

Solve equations and inequalities in one variable.

Solve systems of equations.

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

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

Represent and solve equations and inequalities graphically.

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

Create equations that describe numbers or relationships

Reason about and solve one-variable equations and inequalities.

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

Add and subtract within 20.

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

Rewrite rational expressions.

Represent and solve problems involving multiplication and division.

Represent and analyze quantitative relationships between dependent and independent variables.

Understand the relationship between zeros and factors of polynomials.

Perform arithmetic operations on polynomials.

Write expressions in equivalent forms to solve problems.

Multiply and divide within 100.

Generate and analyze patterns.

Interpret the structure of expressions.

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

Write and interpret numerical expressions.

Use properties of operations to generate equivalent expressions.

Work with radicals and integer exponents.

Represent and solve problems involving addition and subtraction.

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

Use the four operations with whole numbers to solve problems.

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

Understand properties of multiplication and the relationship between multiplication and division.
problem_activity: Narrative
The purpose of this Number Talk is to elicit understandings students have for adding and subtracting within 20 using the strategy of making a ten.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(10 + 4\)
\(9 + 4\)
\(9 + 6\)
\(15 – 6\)
Student Response
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Activity Synthesis
“Did anyone approach the problem in a different way?”


correct_option_index: 14