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: Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
problem_activity: Problem 2
Pre-unit
Write \(<\), \(=\), or \(>\) in each box to make the statement true.
\(90 + 5\) \(\,\boxed{\phantom{\frac{aaai}{aaai}}}\,\) \(70 + 10 + 10 + 10 + 5\)
\(116\) \(\,\boxed{\phantom{\frac{aaai}{aaai}}}\,\) \(100 + 10 + 6\)
\(10 + 10 + 20 + 3\) \(\,\boxed{\phantom{\frac{aaai}{aaai}}}\,\) \(38\)


aligns: no