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: Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.
problem_activity: Problem 1
Geraldo is plotting points on the following coordinate plane.
[IMG]
Geraldo needs to plot the following four points:
(0.8, 12)
(1.6, 18)
(1, 30)
(2, 3)
Can he plot all of his points on the provided coordinate plane? How do you know?
What would be a point that he couldn't fit on the coordinate plane above? How do you know?
Problem 2
Determine the correct scale for the coordinate grid below so that all of the following points can be shown on it:
(12, 4)
(4,
$${1\over2}$$
)
(6,
$$3{1\over2}$$
)
(12,
$$2{1\over2}$$
)
(17, 4)
(16,
$$4{1\over4}$$
)
[IMG]


aligns: no