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: Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.
problem_activity: Warm-up
In this activity, students practice determining the measurement of unknown angles using their relationship to angles with known angle measure and what students already know about the measurement of right angles and straight angles. After they have worked on the activity and shared their solutions, they are introduced to the vocabulary terms complementary and supplementary. Complementary describes angles whose measures sum to 90 degrees and supplementary describes angles whose measures sum to 180 degrees.
Some students may wish to use protractors, either to double check work or to investigate the different angle measures. This is an appropriate use of technology (MP5), but ask these students what other methods they could use instead.
Launch
Provide access to geometry toolkits.
Student Facing
Find the measure of angle
\(JGH\)
. Explain or show your reasoning.
[IMG]
Find and label a second
\(30^\circ\)
angle in the diagram. Find and label an angle congruent to angle
\(JGH\)
.
Angle
\(BAC\)
is a right angle. Find the measure of angle
\(CAD\)
.
[IMG]
​​​​​
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
If needed, remind students that right angles have a measure of
\(90^\circ\)
and straight angles have a measure of
\(180^\circ\)
.
Activity Synthesis
The goal of this discussion is to introduce students to the terms complementary and supplementary for describing relationships between pairs of angles. Display the images for all to see and select students to briefly share their response to each question, recording any calculations used.
Explain to students that the term
complementary
describes a pair of angles whose measures sum to 90 degrees, and the term
supplementary
describes a pair of angles whose measures sum to 180 degrees. This is true even for pairs of angles that are not adjacent. Conclude the discussion by inviting students to identify pairs of angles that are complementary (
\(CAD\)
and
\(DAB\)
), supplementary (
\(FGJ\)
and
\(JGH\)
,
\(JGH\)
and
\(HGI\)
,
\(HGI\)
and
\(IGF\)
, or
\(IGF\)
and
\(FGJ\)
), or vertical (
\(FGJ\)
and
\(HGI\)
or
\(JGH\)
and
\(IGF\)
) from the activity.


aligns: no