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: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
problem_activity: Activity
This activity is parallel to one in the previous lesson, except that students are creating a tape diagram after interpreting an equation rather than interpreting a story. The intention is for students to reason in any way that makes sense to them about the equations and diagrams to figure out the solution to each equation. Do not demonstrate any equation solving procedures yet.
For each equation, monitor for a student who used their diagram to reason about a solution and a student who used the structure of the equation to reason about a solution.
Digital
Launch
Give students 5 minutes of quiet work time followed by a whole-class discussion.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. For example, display a blank template of a tape diagram labeling the different parts with generalizations for what content will go inside. In addition, consider using a previous example situation or equation to make connections to the blank template.
Supports accessibility for: Conceptual processing; Memory
Speaking, Representing: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to refine their tape diagrams. Ask students to meet with 2–3 partners to get feedback on their diagram of one or both equations. Listeners should press for details from the equations (e.g., “Where is the ___ from the equation in your diagram?”). This will help students use language to describe connections between the diagrams and the equations.
Design Principle(s): Support sense-making
Student Facing
Draw a tape diagram to match each equation.
\(114 = 3x + 18\)
\(114 = 3(y + 18)\)
Use any method to find values for
\(x\)
and
\(y\)
that make the equations true.
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
Give students 5 minutes of quiet work time followed by a whole-class discussion.
Representation: Develop Language and Symbols.
Display or provide charts with symbols and meanings. For example, display a blank template of a tape diagram labeling the different parts with generalizations for what content will go inside. In addition, consider using a previous example situation or equation to make connections to the blank template.
Supports accessibility for: Conceptual processing; Memory
Speaking, Representing: MLR1 Stronger and Clearer Each Time.
Use this routine to give students a structured opportunity to refine their tape diagrams. Ask students to meet with 2–3 partners to get feedback on their diagram of one or both equations. Listeners should press for details from the equations (e.g., “Where is the ___ from the equation in your diagram?”). This will help students use language to describe connections between the diagrams and the equations.
Design Principle(s): Support sense-making
Student Facing
\(114 = 3x + 18\)
\(114 = 3(y + 18)\)
Draw a tape diagram to match each equation.
Use any method to find values for
\(x\)
and
\(y\)
that make the equations true.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
To make a Koch snowflake:
Start with an equilateral triangle that has side lengths of 1. This is step 1.
Replace the middle third of each line segment with a small equilateral triangle with the middle third of the segment forming the base. This is step 2.
Do the same to each of the line segments. This is step 3.
Keep repeating this process.
[IMG]
What is the perimeter after step 2? Step 3?
What happens to the perimeter, or the length of line traced along the outside of the figure, as the process continues?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
For each equation, select a student who used their diagram to reason about a solution and a student who used the structure of the equation to reason about a solution. Ask these students to explain how they arrived at a solution. Display the diagram and the equation side by side as students are explaining, and draw connections between the two representations.
Do not demonstrate any equation-solving procedures yet.


aligns: yes