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: Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.
problem_activity: Activity
This task contains two distinct parts. Depending on what students need and time constraints, you could decide to do either or both.
In the associated Algebra 1 lesson, students will need to evaluate the functions
\(6x^2\)
and
\(3^x\)
for different input values. The purpose of the first part is to prepare them to avoid some common mistakes. Analyzing and correcting incorrect work is an opportunity to critique the reasoning of others (MP3).
The purpose of the second part is to revisit ways to tell whether a function is linear, quadratic, or exponential, and to practice the skills of generating a table and sketching a graph for a given function.
Student Facing
Different students are evaluating two expressions,
\(3\boldcdot 6^x\)
and
\(5^x\)
. Analyze their work, describe any errors made, and then evaluate each expression correctly.
|                                                                                                                                     | Noah’s work | Mai’s work | corrected work |
|-------------------------------------------------------------------------------------------------------------------------------------|-------------|------------|----------------|
|       Evaluate                       \(5^x\)                      when                       \(x\)                      is 6.       |             |            |                |
| Evaluate                       \(3 \boldcdot 6^x\)                      when                       \(x\)                      is 2. |             |            |                |
Here are three functions. For each function:
Complete the table of values.
Sketch a graph.
Decide whether each function is linear, quadratic, or exponential, and be prepared to explain how you know.
\(f(x)=3 \boldcdot 2^x\)
|  \(x\)   |   |   |   |   |   |
|----------|---|---|---|---|---|
| \(f(x)\) |   |   |   |   |   |
[IMG]
\(g(x)=3 \boldcdot x^2\)
|  \(x\)   |   |   |   |   |   |
|----------|---|---|---|---|---|
| \(g(x)\) |   |   |   |   |   |
[IMG]
\(h(x)=3 \boldcdot 2x\)
|  \(x\)   |   |   |   |   |   |
|----------|---|---|---|---|---|
| \(h(x)\) |   |   |   |   |   |
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
For the first part, invite students to describe the errors they see, and share how to correctly evaluate each expression.
For the second part, display the tables and graphs for all to see. Ask students to share some ways they can tell a function is linear, exponential, or quadratic using the different representations. For example:
The graph of the linear function is a straight line.
The table shows the exponential function has a growth factor of 2. Each time
\(x\)
increases by 1, the
\(f(x)\)
values increase by a factor of 2.
The table shows the quadratic function does not have a constant rate of change or a constant growth factor.


aligns: no