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: Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.
problem_activity: Narrative
The purpose of this activity is for students to consider two different equations that represent the same story problem. Put Together, Result Unknown problems help students make sense of the commutative property because the two parts can be combined in different orders. This property, as well as the associative property, is referred to as “add in any order” to students. Students contextualize the problem and see that each number represents a specific object’s quantity, no matter which order it is presented, and connect these quantities to written symbols (MP2). Students will work more with the “add in any order” property in future lessons.
Representation: Access for Perception.
Students may benefit from hearing the instructions read aloud more than once.
Supports accessibility for: Language, Attention
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to 10-frames and connecting cubes or two-color counters.
“We just solved a problem about pet fish. What else do you know about pets?”
30 seconds: quiet think time
1 minute: partner discussion
If needed ask, “What kinds of pets are there?”
Activity
Read the task statement.
3 minutes: independent work time
2 minutes: partner discussion
Monitor for a student who uses objects or drawings to show that each equation matches the story.
Student Facing
Tyler and Clare want to know how many pets they have together.
Tyler has 2 turtles.
Clare has 4 dogs.
Tyler wrote the equation
\(4 + 2= \boxed{6}\)
.
Clare wrote the equation
\(2 + 4 = \boxed{6}\)
.
Do both equations match the story?
Why or why not?
Show your thinking using drawings, numbers, or words.
Student Response
Teachers with a valid work email address can
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Advancing Student Thinking
If students explain that both equations match the story using only numbers, consider asking:
"How do you know that both equations match the story?"
"How could you use connecting cubes to show that they both match?"
Activity Synthesis
Invite previously identified students to share.
“How does their work show us that Tyler’s equation matches the story?”
“How does their work show us that Clare’s equation matches the story?”


aligns: no