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: Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
The purpose of this activity is for students to understand that the standard algorithm for subtraction can be used with decimals. Students first find the value of a difference of decimals using a strategy that makes sense to them and then see calculations organized using the standard algorithm. When students calculate using a strategy of their choice, they may or may not show decomposition of a whole into 10 tenths. The standard algorithm explicitly shows this decomposition.
When students share their explanation of Han's calculations with a partner and revise their work after receiving feedback they critique the reasoning of others and improve their arguments (MP3).
This activity uses
MLR1 Stronger and Clearer Each Time
. Advances: Conversing.
Launch
Groups of 2
“Work on the first two problems on your own.”
Activity
5–6 minutes: independent work time
MLR1 Stronger and Clearer Each Time
“Share your description of Han’s work with your partner. Take turns being the speaker and the listener. If you are the speaker, share your ideas and writing so far. If you are the listener, ask questions and give feedback to help your partner improve their work.”
3–5 minutes: structured partner discussion
Repeat with 2–3 different partners.
“Revise your initial draft based on the feedback you got from your partners.”
2–3 minutes: independent work time
Student Facing
Find the value of
\(8.53 - 2.7\)
. Show your reasoning.
Han used the standard algorithm to subtract decimals. This is Han’s work. Describe what Han did in each step.
[IMG]
Use the standard algorithm to find the value of
\(6.62 - 3.71\)
.
Student Response
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Activity Synthesis
“Solve the last problem on your own.”
2-3 minutes: independent work time
“How is the standard algorithm for subtraction the same as the standard algorithm for addition?” (I work from right to left. I line up all of the place values and make sure the digits I am subtracting have the same place value.)
“How is the standard algorithm for subtraction different than the standard algorithm for addition?” (Sometimes I need to decompose a unit. I need to decompose a whole into 10 tenths. With addition, I sometimes need to compose a new unit.)


aligns: no