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: (+)Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference of distances from the foci is constant.
problem_activity: Task
|                                            **Aunt Barb’s Salad Dressing Recipe **                                             |
|-------------------------------------------------------------------------------------------------------------------------------|
| * $\frac13$ cup olive oil * $\frac16$ cup balsamic vinegar * a pinch of herbs * a pinch of salt              Makes 6 servings |
How many cups of salad dressing will this recipe make? Write an equation to represent your thinking. Assume that the herbs and salt do not change the amount of dressing.
If this recipe makes 6 servings, how much dressing would there be in one serving? Write a number sentence to represent your thinking.


aligns: no