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.


Topic options: 
A. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
B. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
C. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
D. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
G. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
H. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
I. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
J. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
K. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.


Your response:
{
  "explanation": "In this problem, students learn to work with money, which involves different units of measure.",
  "answer": "G"
}

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: im_center_000269

2
options: Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
problem_activity: A city planner for a neighborhood of Boston is trying to determine if a new park should be built in the neighborhood. She goes around the neighborhood, knocking on doors, asking, “How many children under the age of 7 live in this household?” The data she collected from 28 households is shown in the frequency table below.
{"table": [{"_attributes": {"align": "center", "class": ["table", "table-bordered"], "style": "table-layout:fixed; width:40%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "# of children under 7 years old in the household"}]}, {"_attributes": {"style": "text-align:center"}, "strong": [{"_value": "Frequency"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "0"}, {"_attributes": {"style": "text-align:center"}, "_value": "9"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "1"}, {"_attributes": {"style": "text-align:center"}, "_value": "6"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "2"}, {"_attributes": {"style": "text-align:center"}, "_value": "8"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "3"}, {"_attributes": {"style": "text-align:center"}, "_value": "4"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "4"}, {"_attributes": {"style": "text-align:center"}, "_value": "0"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "5"}, {"_attributes": {"style": "text-align:center"}, "_value": "1"}]}]}]}]}
a.   Create a dot plot to represent the data. Describe your dot plot in words.
b.   What number would you use to represent the center of the data? Explain why you chose that number.
c.   Based on the data, what would you recommend to the city planner about the new park? Does this neighborhood seem like a good place to put the new park? Explain why or why not using the data.


correct_option_index: 9