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: Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
problem_activity: Task
Below are pictures of the first three  triangular numbers:
[IMG]
In general, the $n^{\text{th}}$ triangular number is the total number of dots in $n$ columns where the columns have $1, 2, 3, \ldots, n$ dots.
The following picture relates the first three triangular numbers to areas of rectangles:
[IMG]
Use this idea to calculate the seventh triangular number, $1 + 2 + 3 + 4 + 5+ 6+ 7$.
Calculate the hundredth triangular number, $1 + 2 + 3 + \cdots + 98 + 99 + 100$.
Find a formula for calculating the $n^{\text{th}}$ triangular number, $1 + 2 + \cdots + (n-1) + n.$


aligns: no