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: Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).
problem_activity: Narrative
The purpose of this activity is for students to create their own relevant mathematical questions and use their understanding of addition and subtraction to answer questions about their own and their peers' survey data.
Launch
Combine pairs into groups of 4
Activity
“Switch graphs. Use the sentence stems or create your own questions about the other group’s graphs.”
1
–
2 minutes: independent work time
4 minutes: partner work time.
“Take turns to ask each other the questions you came up with and use your own graph to answer.”
“When possible, write down an equation to show your reasoning.”
5 minutes: group discussion.
Monitor for students who write equations to show the categories they combine or compare when answering their peers' questions.
Student Facing
Trade graphs. Create questions about the other group’s graph.
Sentence stems:
How many students picked ___________ and __________ all together?
How many more students picked _______ than _______?
Take turns asking and answering questions.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Advancing Student Thinking
If students rely on counting to find solutions rather than adding or subtracting, consider asking "What equation could you write to represent the categories in the question?"
Activity Synthesis
Invite previously selected students to share.
“Where do we see the equations in their graph? What does the equation mean?”
“What’s the difference between answering the questions from a bar graph and answering them from a picture graph?”


aligns: no