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

Prove theorems involving similarity.

Understand similarity in terms of similarity transformations.

Prove geometric theorems.

Apply geometric concepts in modeling situations.

Explain volume formulas and use them to solve problems.

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

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

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

Understand and apply the Pythagorean Theorem.

Find arc lengths and areas of sectors of circles.

Make geometric constructions.

Reason with shapes and their attributes.

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

Experiment with transformations in the plane.

Analyze, compare, create, and compose shapes.

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

Define trigonometric ratios and solve problems involving right triangles.

Use coordinates to prove simple geometric theorems algebraically.

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

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

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

Understand congruence in terms of rigid motions.

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

Apply trigonometry to general triangles.

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

Understand and apply theorems about circles.
problem_activity: Using the diagram below:
[IMG]
What can be concluded about the relationship between line
$$l$$
and plane
$$P$$
? Why?
What can be concluded about the relationship between planes
$$P$$
and
$$Q$$
? Why?
What can be concluded about the relationship between lines
$$l$$
and
$$m$$
? Why?
What can be concluded about
$$\overline{AB}$$
and
$$\overline{CD}$$
?
Line
$$j$$
lies in plane
$$P$$
, and line
$$i$$
lies in plane
$$Q$$
. What can be concluded about the relationship between lines
$$i$$
and
$$j$$
?


correct_option_index: 14