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: Generate and analyze patterns.

Solve systems of equations.

Represent and solve problems involving addition and subtraction.

Create equations that describe numbers or relationships

Perform arithmetic operations on polynomials.

Work with radicals and integer exponents.

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Analyze patterns and relationships.

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

Write expressions in equivalent forms to solve problems.

Understand the relationship between zeros and factors of polynomials.

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

Represent and solve equations and inequalities graphically.

Use properties of operations to generate equivalent expressions.

Interpret the structure of expressions.

Write and interpret numerical expressions.

Reason about and solve one-variable equations and inequalities.

Work with addition and subtraction equations.

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

Gain familiarity with factors and multiples.

Use the four operations with whole numbers to solve problems.

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

Add and subtract within 20.

Solve equations and inequalities in one variable.

Multiply and divide within 100.

Represent and solve problems involving multiplication and division.

Use polynomial identities to solve problems.

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

Represent and analyze quantitative relationships between dependent and independent variables.

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

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

Rewrite rational expressions.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have about the relationship between addition and subtraction. Each addition and subtraction equation represents the same part-whole relationship. These understandings help students develop fluency and will be helpful later in this lesson when students solve missing addend problems.
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 missing value mentally.
\(4 + \boxed{\phantom{1}} = 5\)
\(5 - \boxed{\phantom{1}} = 4\)
\(6 + \boxed{\phantom{2}} = 8\)
\(8 - \boxed{\phantom{2}} = 6\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“How can finding the missing value in the first equation help you with the second equation?" (I know that 1 more than 4 is 5, so I also know that 1 less than 5 is 4.)


correct_option_index: 18