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.


Concept/skill: 
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Answer: 
No. This task does not involve comparing decimals to hundredths. Instead, it involves fraction comparisons.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: im_task_000212_neg_0

4
standard_description: Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
problem_activity: Several campuses are holding fundraisers and tallied the amount of tickets they sold, the amount of money they raised, and any one-time donations.
The prediction for how each campus would price the tickets, plus one-time donations was:
$${y=2.5x + 50}$$
Part A
Which campuses, based on the amount of tickets sold and the total amount raised, appear to have followed the model prediction?
[IMG]
Part B
Central East and Central West forgot to send in their total amounts of money raised. The director used the prediction equation and his best guess of a sale of 25 tickets and 42 tickets, respectively. How much money did the director predict Central East and Central West raised?


aligns: yes