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: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
problem_activity: Narrative
The purpose of this activity is for students to match different diagrams and expressions representing the same product. In the previous several lessons, students have studied different ways to find products of a whole number and a fraction using arithmetic properties such as the distributive property. Earlier in the unit they learned about the connection between fractions and division. They combine these skills as the expressions and diagrams they work with incorporate both the distributive property and the interpretation of a fraction as division (MP7). Students may match diagrams to expressions differently than the ways that are listed in the sample responses. Encourage students to match the expressions and diagrams in a way that makes sense to them, as long as they can accurately explain how the expression is represented in the diagram they chose.
MLR7 Compare and Connect.
Invite students to prepare a visual display that shows their thinking about their favorite diagram and expression. Encourage students to include details that will help others understand what they see, such as using different colors, arrows, labels, or notes. If time allows, invite students time to investigate each others’ work.
Advances: Representing
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Give students a subset of options to start with and introduce the remaining numbers once students have completed their initial set of matches.
Supports accessibility for: Organization, Social-Emotional Functioning
Launch
Groups of 2
“You are going to match expressions and diagrams that show different ways to find the value of the product
\(4 \times 5 \frac{2}{3}\)
.”
Activity
5–7 minutes: independent work time
2–3 minutes: partner discussion
Student Facing
Each diagram represents a way to calculate
\(4 \times 5 \frac{2}{3}\)
. Each expression is equivalent to
\(4 \times 5 \frac{2}{3}\)
. Match the diagrams and expressions. Show or explain your reasoning.
A
[IMG]
B
[IMG]
1.
\((4 \times 5) +  \left(4 \times \frac{2}{3}\right)\)
C
[IMG]
2.
\((4 \times 6) - \left(4 \times \frac{1}{3}\right)\)
\(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm}}\)
3.
\(4 \times \frac{17}{3}\)
D
[IMG]
\(\phantom{\hspace{2.5cm} \\ \hspace{2.5cm} \\ \hspace{2.5cm}}\)
4.
\((4 \times 17) \div 3\)
Choose your favorite diagram and expression to find the value of
\(4 \times 5 \frac{2}{3}\)
. Explain why it is your favorite.
Student Response
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Activity Synthesis
Display the diagrams B and D.
“How are the diagrams the same? How are they different?” (They both have the same shaded area and the same divisions inside. The top one shows the length of the shaded rectangle. The bottom one does not though it has enough information to find the shaded area.)
Invite students to share their favorite ways to find the product.


aligns: yes