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: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
problem_activity: Optional activity
This activity allows students to practice identifying the base and height of triangles and using them to find areas.
Because there are no directions on which base or height to use, and because not all sides would enable them to calculate area easily, students need to think structurally and choose strategically. All triangles in the problems have either a vertical or a horizontal side. Choosing such a side as the base makes it easier to identify the corresponding height.
In some cases, students may opt to use a combination of area-reasoning strategies rather than finding the base and height of the shaded triangles and applying the formula. For instance, they may enclose a shaded triangle with a rectangle and subtract the areas of extra triangles (with or without using the formula on those extra triangles). Notice students who use such strategies so they could share later.
Launch
Keep students in groups of 2. Explain that they will now practice locating or drawing heights and using them to find area of triangles. Give students 8–10 minutes of quiet think time and time to share their responses with a partner afterwards. Provide access to their geometry toolkits (especially index cards).
If time is limited, consider asking students find the area of two or three triangles instead of all four.
Student Facing
For each triangle, identify and label a base and height. If needed, draw a line segment to show the height.
Then, find the area of the triangle. Show your reasoning. (The side length of each square on the grid is 1 unit.)
[IMG]
Student Response
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Student Facing
Are you ready for more?
Find the area of this triangle. Show your reasoning.
[IMG]
Student Response
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for free access to Extension Student Response.
Anticipated Misconceptions
Students may think that a vertical side of a triangle is the height regardless of the segment used as the base. If this happens, have them use an index card as a straightedge to check if the two segments they are using as base and height are perpendicular.
Some students may not immediately see that choosing a side that is either vertical or horizontal would enable them to find the corresponding height very easily. They may choose a non-vertical or non-horizontal side and not take advantage of the grid. Ask if a different side might make it easier to determine the base-height lengths without having to measure.
Activity Synthesis
Focus the whole-class discussion how students went about identifying bases and heights. Discuss:
“Which side did you choose as the base for triangle B? C? Why?”
“Aside from choosing a vertical or horizontal side as the base, is there another way to find the area of the shaded triangles without using their bases and heights?” (Invite a couple of students who use the enclose-and-subtract method to find the area of B, C, or D to share.)
“Which strategy do you prefer or do you think is more efficient?”
“Can you think of an example where it might be preferable to find the base and height of the triangle of interest?” (Students may point to any of the triangles in the task.)
“Can you think of an example where it might be preferable to enclose the triangle of interest and subtract other areas?” (Students may point to the triangle shown in "Are you ready for more?", where none of the shaded triangle's sides are horizontal or vertical.)
Speaking, Representing: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. Provide sentence frames to help students produce statements that describe the strategies they use to identify bases and heights, and to find area. For example, “For triangle ___, I chose side ___ as the base because . . .” or “The next time I need to find the area of a triangle, the strategy I will use is _____, because . . . .”
Design Principle(s): Support sense-making


aligns: no