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: Read, write, and compare decimals to thousandths.
problem_activity: Problem 1
a.   Look at the number line below:
[IMG]
Based on where 0 and 100 are, what number do you think the question mark is on? Explain your choice.
b.   Look at the number line below:
[IMG]
Based on where 0 and 1,000 are, what number do you think the question mark is on? Explain your choice.
Problem 2
a.   What is the location of the following point?
[IMG]
b.   What is the location of the following point?
[IMG]
Problem 3
a.   Plot 27,361 on a number line from 27,360 to 27,370.
b.   Plot 27,361 on a number line from 27,300 to 27,400.
c.   Plot 27,361 on a number line from 27,000 to 28,000.
d.   Plot 27,361 on a number line from 20,000 to 30,000.


aligns: no