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: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Narrative
The purpose of this activity is for students to determine how a number line is partitioned and what fraction is marked on it with only 0, 1, and 2 labeled. Students partition and locate and mark, but don’t label, a fraction on a number line and then trade with a partner to determine the fraction their partner has marked. Remind students to mark, but not to label their partitions and their fraction, so that their partner only has the 0, 1, and 2 to use to determine what fraction is on their number line.
Launch
Groups of 2
“Complete the first part of the activity on your own. Partition the number line and mark, but don’t label, a fraction on the number line. Don’t tell your partner how you are partitioning or what number you are marking.”
2 minutes: independent work time
Activity
“Now, trade number lines with your partner and answer the questions about their number line. When you are both finished, share your reasoning”
1–2 minutes: independent work time
1–2 minutes: partner work time
Student Facing
Partition the number line into any number of equal-size parts. Locate and mark, but don’t label, a fraction of your choice.
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Trade number lines with a partner.
How did your partner partition their number line?
What number did your partner mark on their number line? Explain your reasoning.
If you have time, play the game again.
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Student Response
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Activity Synthesis
Display a number line partitioned by a student.
“Talk to your partner about what fraction is represented.”
Share and record responses.
Consider asking:
“How did you decide how to partition your number line and what fraction you’d put on your number line?”
“How did you decide how your partner’s number line was partitioned and decide what fraction was marked?”


aligns: yes