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: Summarize numerical data sets in relation to their context, such as by:
- Reporting the number of observations.
- Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.
- Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
- Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
problem_activity: Activity
In this activity, students first encounter exponential expressions with variables.
Launch
Recall with students that when we write
\(6x^2\)
, we mean to multiply 6 by the result of
\(x^2\)
. Remind them that the number part of such a product is called the
coefficient
of the expression, so in this example, 6 is the coefficient of
\(x^2\)
.
Give students 5 minutes of quiet work time to evaluate the expressions. Follow with whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts. After students have evaluated the first 2-3 expressions, check-in with either select groups of students or the whole class. Invite students to share the strategies they have used so far as well as any questions they have before continuing.
Supports accessibility for: Organization; Attention
Student Facing
Evaluate each expression for the given value of
\(x\)
.
\(3x^2\)
when
\(x\)
is 10
\(3x^2\)
when
\(x\)
is
\(\frac19\)
\(\frac{x^3}{4}\)
when
\(x\)
is 4
\(\frac{x^3}{4}\)
when
\(x\)
is
\(\frac12\)
\(9+x^7\)
when
\(x\)
is 1
\(9+x^7\)
when
\(x\)
is
\(\frac12\)
Student Response
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for free access to Student Response.
Anticipated Misconceptions
Students may use the wrong order when evaluating expressions, such as in multiplying by 3 first in
\(3x^2\)
and then squaring. Have them recall the last lesson where they practiced applying the agreed on order of operations in numeric expressions.
Students may interpret an expression like
\(3x\)
as meaning 3 next to the digit
\(x\)
instead of as multiplication. For example, students may think that
\(3x\)
means 35 instead of 15 when
\(x=5\)
. Discuss how the shorthand notation of coefficients next to variables with no symbols between them tells us to multiply, and that it will simplify future work with expressions and equations.
Activity Synthesis
The purpose of the discussion is to ensure that students understand how to evaluate expressions with variables for a given value of the variable. It is also an opportunity for students to practice interpreting and using vocabulary like
coefficient, variable,
power,
and
exponent
.
Some guiding questions:
"In each expression, what is the coefficient?" (3, 3,
\(\frac14\)
,
\(\frac14\)
, 1, 1.)
"Choose one of the expressions. Describe the steps that you carried out to evaluate the expression." (Sample response: I rewrote
\(9+x^7\)
as
\(9+\left(\frac12\right)^7\)
. I needed to first evaluate the exponent. I knew that
\(\left(\frac12\right)^7\)
means
\(\frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12 \boldcdot \frac12\)
, which is
\(\frac{1}{128}\)
. So then I wrote
\(9 + \frac{1}{128}\)
, which can also be written
\(9\frac{1}{128}\)
.
"How is evaluating the expressions when
\(x\)
is a fraction similar to when
\(x\)
is a whole number?  How is it different?" (It's similar because you're still just multiplying
\(x\)
by itself a certain number of times. It's different because multiplying a fraction by a fraction is a bit more complicated than multiplying a whole number by itself.)
Speaking, Writing: MLR8 Discussion supports.
Use this to amplify mathematical uses of language to communicate about how to evaluate exponential expressions. Revoice the term “coefficient” during student discussion and press for detail when identifying the coefficients and the order in which they are multiplied in each expression.
Design Principle(s): Support sense-making


aligns: no