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: Use similar triangles to explain why the slope m is the same between any two distinct points on a non-vertical line in the coordinate plane; derive the equation y = mx for a line through the origin and the equation y = mx + b for a line intercepting the vertical axis at b.
problem_activity: Narrative
This activity prompts students to compare multiple fractions and put them in order by size. The work gives students opportunities to look for and make use of structure (MP7) in each set of fractions and make comparisons strategically. For instance, rather than comparing two fractions at a time and in the order they are listed, students could first classify the given fractions as greater or less than
\(\frac{1}{2}\)
or 1, look for fractions with a common numerator or denominator, and so on.
If time is limited, consider asking students to choose two sets of fractions to compare and order.
Representation: Internalize Comprehension.
Synthesis: Invite students to identify which details were most useful when putting fractions in order. Display the sentence frame, “The next time I put fractions in order, I will pay attention to . . . .”
Supports accessibility for: Memory
Launch
Groups of 2
Activity
“Work independently on two sets. Then, discuss your work with your partner and complete the rest together.”
10 minutes: independent work time
Monitor for students who look for and make use of structure. Ask them to share during lesson synthesis.
3–4 minutes: partner discussion
Student Facing
Put each set of fractions in order, from least to greatest. Be prepared to explain your reasoning.
\(\frac{3}{12} \qquad \frac{2}{4} \qquad \frac{2}{3} \qquad \frac{1}{8}\)
\(\frac{8}{5} \qquad \frac{5}{6} \qquad \frac{11}{12} \qquad \frac{11}{10}\)
\(\frac{21}{20} \qquad \frac{9}{10} \qquad \frac{6}{5} \qquad \frac{101}{100}\)
\(\frac{5}{8} \qquad \frac{2}{5} \qquad \frac{3}{7} \qquad \frac{3}{6}\)
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Advancing Student Thinking
Some students may try to write equivalent fractions with a common denominator for all four fractions in each set before comparing them but may be unable to do so. Encourage them to try reasoning about two fractions at a time, and to use what they know about the fractions to determine how they compare (to one another or to familiar benchmarks).
Activity Synthesis
See lesson synthesis.


aligns: no