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

Understand congruence in terms of rigid motions.

Understand and apply theorems about circles.

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

Reason with shapes and their attributes.

Define trigonometric ratios and solve problems involving right triangles.

Use coordinates to prove simple geometric theorems algebraically.

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

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

Experiment with transformations in the plane.

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

Apply trigonometry to general triangles.

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

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Analyze, compare, create, and compose shapes.

Understand similarity in terms of similarity transformations.

Prove geometric theorems.

Explain volume formulas and use them to solve problems.

Apply geometric concepts in modeling situations.

Make geometric constructions.

Understand and apply the Pythagorean Theorem.

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

Find arc lengths and areas of sectors of circles.

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

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

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

Prove theorems involving similarity.
problem_activity: Narrative
This warm-up prompts students to carefully compare 4 shapes. The shapes are designed so that students may compare the color of the shapes as well as geometric attributes.
Launch
Groups of 2
Display the image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
Activity
30 seconds: quiet think time
30 seconds: partner discussion
Share and record responses.
Student Facing
Which one doesn’t belong?
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
Student Response
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for free access to Student Response.
Activity Synthesis
Display shapes A and B.
“What is alike, or the same, about these shapes?” (They both have three sides. They are both triangles. They are both red.)
“What is different about these shapes?” (One is colored in and one is not. One is smaller or skinnier.)


correct_option_index: 14