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.


Standard options: 
A. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
B. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3 pennies, how many cents do you have?


Your response:
{
  "explanation": "In this activity, students write word problems that compare coin amounts.",
  "answer": "B"
}

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_center_000269

2
options: Distinguish between correlation and causation.

Compute (using technology) and interpret the correlation coefficient of a linear fit.

Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
problem_activity: Problem 1
The scatterplot below displays the elevation and mean number of clear days per year of  U.S. cities. Two lines are shown on the scatterplot. Which represents the least squares line? Explain your choice.
[IMG]
Problem 2
Below is a scatter plot of foal birth weight and mare’s weight.
[IMG]
The equation of the least squares line for the data is
$${y=-19.6+0.248x}$$
, where
$$x$$
= mare’s weight (in kg) and
$$y$$
= foal’s birth weight (in kg).  What foal birth weight would you predict for a mare that weighs 520 kg?
How would you interpret the value of the slope in the least squares line?


correct_option_index: 2