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: Summarize, represent, and interpret data on a single count or measurement variable.

Calculate expected values and use them to solve problems.

Summarize and describe distributions.

Investigate chance processes and develop, use, and evaluate probability models.

Interpret linear models.

Use probability to evaluate outcomes of decisions.

Understand independence and conditional probability and use them to interpret data.

Investigate patterns of association in bivariate data.

Use random sampling to draw inferences about a population.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Draw informal comparative inferences about two populations.

Understand and evaluate random processes underlying statistical experiments.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Develop understanding of statistical variability.

Summarize, represent, and interpret data on two categorical and quantitative variables.
problem_activity: Task
Statistical questions are questions that can be answered by collecting data and where we anticipate that there will be variability in that data. The data collected can be summarized in a distribution that can then be described in terms of center and in terms of spread. For some statistical questions, to answer the question you need to consider center. For other questions you might need to consider spread.
For each of the five statistical questions below, decide if you would answer the question by considering center or considering variability in the data distribution.
Example 1: The records office at an elementary school keeps daily attendance records.
Question 1: For students at this school, what is a typical number of school days missed in the month of April?
Example 2: Suppose that third graders at your school took both a math test and a social studies test. Scores on both tests could be any number between 0 and 100.
Question 2: On average, did the students score better on the math test or the social studies test?
Question 3: Were the students’ scores more consistent (more similar to one another) on the math test or on the social studies test?
Example 3: Bags of M&Ms don’t all have exactly the same number of candies in each bag. Suppose you count the number of candies in each of 25 bags of plain M&Ms and in each of 25 bags of peanut M&Ms, and make two dot plots—one for the number of candies in the plain M&M bags and one for the number of candies in the peanut M&M bags.
Question 4: If you wanted to give each student in your class a bag of M&Ms and you wanted to try to make sure that each student got the same number of candies, should you give them bags of plain M&Ms or bags of peanut M&Ms?
Question 5: If you wanted to give each student in your class a bag of M&Ms and you wanted to try to give students bags with the greatest number of candies, should you give them bags of plain M&Ms or bags of peanut M&Ms?


correct_option_index: 13