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: Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
problem_activity: Problem 1
Claudia is redecorating her bedroom, which is in the shape of a rectangle that is 8 feet long and 9 feet wide. She needs to buy new carpeting and wants to put baseboards around the border of her bedroom.
a.   How much carpeting should Claudia order?
b.   How much baseboard should Claudia order?
Problem 2
The length of a rectangle is 6 cm and its perimeter is 16 cm. What is the area of the rectangle in square centimeters?


aligns: no