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: 
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Answer: 
Yes. This task asks students to compare two fractions that are equal. The students need to explain why the two fractions are equal by drawing a picture, which involves using visual fraction models.

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_pos_0

4
standard_description: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects.
problem_activity: Optional activity
In this activity, students are given pictures and descriptions of planes cutting prisms and pyramids. Students are asked to draw cross sections freehand but this is not a skill that is required in order for students to be able to describe two-dimensional shapes created from cross sections, which is why this is an optional activity. Some pictures are of a moving plane. Students describe how the cross section changes as the plane moves.
If students have access to the digital activity there are applets to explore the cross sections.
Adapted from applets created in GeoGebra by
Anthony C.M. OR
.
Digital
Launch
Arrange students in groups of 2. Give students 3–5 minutes of quiet work time followed by time to discuss shapes of cross sections with a partner. Follow with a whole-class discussion.
Student Facing
Use the applet to draw each cross section and describe it in words. Start each one by dragging the gray bar on the left side across the screen until you see the whole 3D image on the left and the controls on the right.
Here is an applet with a rectangular prism, 4 units by 2 units by 3 units.
A plane cuts the prism parallel to the bottom and top faces.
The plane moves up and cuts the prism at a different height.
A vertical plane cuts the prism diagonally.
A square pyramid has a base that is 4 units by 4 units. Its height is also 4 units.
A plane cuts the pyramid parallel to the base.
A vertical plane cuts the prism.
A cube has an edge of length 4.
A plane cuts off the corner of the cube.
The plane moves farther from the corner and makes a cut through the middle of the cube.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 2. Give students 3–5 minutes of quiet work time followed by time to discuss shapes of cross sections with a partner. Follow with a whole-class discussion.
Student Facing
Draw and describe each cross section.
Here is a picture of a rectangular prism, 4 units by 2 units by 3 units.
[IMG]
A plane cuts the prism parallel to the bottom and top faces.
[IMG]
The plane moves up and cuts the prism at a different height.
[IMG]
A vertical plane cuts the prism diagonally.
[IMG]
A square pyramid has a base that is 4 units by 4 units. Its height is also 4 units.
A plane cuts the pyramid parallel to the base.
[IMG]
A vertical plane cuts the prism.
[IMG]
A cube has an edge of length 4.
A plane cuts off the corner of the cube.
[IMG]
The plane moves farther from the corner and makes a cut through the middle of the cube.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Select students to share their drawings and descriptions. Consider asking some of the following questions:
“How did you figure out the shape of the cross section?”
“What helped you visualize the shape?”
“Were any of the shapes you drew here similar to the shapes you described in the previous activity?”
Conversing: MLR8: Discussion Supports.
To support a rich discussion while students are describing two-dimensional shapes created from cross sections, invite students to include details in their descriptions and drawings of each cross section. Provide sentence frames such as: “The cross section is ____ because . . .”, “A plane cuts _____ as shown by . . .”, or “The dimensions of a cross section are ______ since . . . .” This will help students make sense of complex language as they draw and describe cross sections shown in each figure.
Design Principle(s): Cultivate conversation


aligns: no