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: Represent addition and subtraction with objects, fingers, mental images, drawings (Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)), sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
problem_activity: Narrative
The purpose of this warm-up is to elicit the idea that expressions and equations can be used to represent different compositions and decompositions of 10, which will be useful when students match compositions and decompositions of 10 to equations in a later activity. While students may notice and wonder many things about these images and expressions, the fact that each image and expression represents a total of 10 is the important discussion point. Students have seen equations in previous lessons, but the synthesis is the first time that students are introduced to the term
equation
.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice?
What do you wonder?
[IMG]
\(7 + 3\)
[IMG]
\(5 + 5\)
[IMG]
\(8 + 2\)
Student Response
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Activity Synthesis
“What is the same about each expression?” (They are all 10.)
Write
\(10 = 7 + 3\)
.
“There are 10 counters, 7 red counters and 3 yellow counters. We can write that as 10 is 7 plus 3. When we write
\(10 = 7 + 3\)
, it is called an
equation
.”
Repeat the steps with the next 2 images.


aligns: yes