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: 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.
problem_activity: Activity
In this activity students use trigonometry to calculate the measure of an angle when given two sides of a right triangle. Then they apply a method of their choosing to calculate other side lengths and angle measures in the triangle.
Monitor for students who use:
the Pythagorean Theorem
multiple trigonometric equations
the Triangle Angle Sum Theorem
Launch
“Don’t forget to calculate 3 measurements per triangle.”
Students need not complete all the problems before the discussion.
Engagement: Provide Access by Recruiting Interest.
Leverage choice around perceived challenge. Invite students to select 2 of the 3 questions to complete. Chunking this task into more manageable parts may also support students who benefit from additional processing time.
Supports accessibility for: Organization; Attention; Social-emotional skills
Student Facing
Find all missing side and angle measures.
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Student Response
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Activity Synthesis
Tell students there are at least 3 different methods for solving these problems:
Pythagorean Theorem
multiple trigonometric equations
the Triangle Angle Sum Theorem
Invite students to rank the methods in order of most to least preferred and tell them to be prepared to share their reasoning. After 1 minute of quiet think time ask a few students to share. Tell the class that there is no one best method; personal preference and the specific problem both influence your choices.
Speaking: MLR8 Discussion Supports.
To support students in producing statements about the methods they preferred for solving the problems, provide sentence frames for students to use when they share. For example, “I prefer _____ because _____,” or  “_____ was better because _____.”
Design Principle(s): Support sense-making


aligns: no