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: Understand the relationship between numbers and quantities; connect counting to cardinality.
problem_activity: Narrative
The purpose of this warm-up is for students to consider concepts of number in a familiar context. Students may use the structure of the chart and the 5-frames to determine how many students made each choice (MP7). Students have an opportunity to hear and practice the count sequence. Adjust the context and choose a different question with 3 possible responses to better reflect students’ interests and experiences as needed.
MLR8 Discussion Supports.
Display an image or drawing of each type of pet above the corresponding 5-frame. Invite students to respond to the question using the sentence frame, “My favorite pet is a . . .”
Advances: Speaking, Representing.
Required Materials
Materials to Copy
Questions About Us Chart 5-Frame Template
Required Preparation
Cut out enough 5-frames to make a chart with a space for each student to answer the survey question.
Launch
Groups of 2
Display Questions About Us chart.
“Which pet is your favorite: dogs, cats, or rabbits?”
30 seconds: quiet think time
Record each student’s choice with a circle in a 5-frame.
Activity
“How can we figure out how many students chose dogs?”
30 seconds: quiet think time
30 seconds: partner discussion
Share responses.
Demonstrate or invite students to demonstrate counting.
“How many students chose dogs?”
“How many students chose cats?”
30 seconds: quiet think time
Share responses.
“How many students chose rabbits?”
30 seconds: quiet think time
Share responses.
Student Response
Teachers with a valid work email address can
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Activity Synthesis
“What was different about the question that we answered today?” (There were 3 choices instead of 2.)


aligns: no