few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


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. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. 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.


Your response:
{
  "explanation": "In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.",
  "answer": "B"
}

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Understand and apply properties of operations and the relationship between addition and subtraction.

Write and interpret numerical expressions.

Use the four operations with whole numbers to solve problems.

Use polynomial identities to solve problems.

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

Use properties of operations to generate equivalent expressions.

Gain familiarity with factors and multiples.

Add and subtract within 20.

Write expressions in equivalent forms to solve problems.

Reason about and solve one-variable equations and inequalities.

Analyze patterns and relationships.

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

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

Represent and solve problems involving multiplication and division.

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

Solve equations and inequalities in one variable.

Understand the relationship between zeros and factors of polynomials.

Represent and solve equations and inequalities graphically.

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

Represent and solve problems involving addition and subtraction.

Work with radicals and integer exponents.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Work with addition and subtraction equations.

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

Multiply and divide within 100.

Create equations that describe numbers or relationships

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

Rewrite rational expressions.

Solve systems of equations.

Generate and analyze patterns.

Interpret the structure of expressions.

Perform arithmetic operations on polynomials.
problem_activity: Narrative
The purpose of this activity is for students to solve problems that involve multiplication where one factor is a teen number. Students may solve and represent the problem any way they choose. In problem 3, look for different ways in which students are using area diagrams to highlight in the posters for the gallery walk in the next activity. Students reason abstractly and quantitatively when they interpret the stories and represent them with diagrams, expressions, or equations (MP2).
Engagement: Provide Access by Recruiting Interest.
Leverage choice around perceived challenge. Invite students to select at least 2 of the 4 problems to complete.
Supports accessibility for: Organization, Attention, Social-emotional Skills
Required Materials
Materials to Gather
Base-ten blocks
Tools for creating a visual display
Materials to Copy
Centimeter Grid Paper - Standard
Launch
Groups of 2
“Where are some places that you see art in your community?”
30 seconds: quiet think time
Share responses.
“These problems are about a student visiting a local art festival. This is where local artists come to display and sell their work.”
Give students access to grid paper and base-ten blocks.
“Turn and talk to your partner about how you might solve these problems.”
1–2 minutes: partner discussion
Activity
“Solve these problems. Explain or show your reasoning.”
6–8 minutes: independent work time
As students work, consider asking:
“How can you represent your thinking about the problem?”
“Where can you see _____ in your work?”
Monitor for:
different ways that students use the area diagram in the third problem
students who represent the third problem in the same way to pair to create a poster together
“Now you are going to create a poster to show your thinking on the third problem. You are going to work with a partner who solved the problem in the same way you did.”
Give each group tools for creating a visual display.
6–8 minutes: partner work time
Student Facing
Solve each problem. Explain or show your reasoning.
Noah sees a large painted mural that has side lengths of 15 feet and 4 feet. What is the area of the mural?
Noah’s family buys a mosaic that has 12 rows and 8 columns of 1 inch tiles. What is the area of the mosaic?
At the art festival, Noah uses sidewalk chalk to help decorate a rectangular piece of sidewalk that is 6 feet by 14 feet. What is the area of the piece of sidewalk that Noah helped decorate?
At the art festival, Noah buys a pack of stickers. There are 5 sheets and each sheet has 16 stickers. How many stickers are in the pack?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students don’t find a solution to the problems, consider asking: “What is this problem about?” and “How could you represent the problem?”
Activity Synthesis
Display posters around the room.


correct_option_index: 13

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