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 problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: im_task_000212_neg_0

4
standard_description: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
problem_activity: Warm-up
This activity encourages students to apply ratio reasoning to solve a problem they might encounter naturally outside a mathematics classroom. The warm up invites open-ended thinking that is validated by mathematical reasoning, which is the type of complex thinking needed to solve Fermi problems in the following activities.
Launch
Arrange students in groups of 2. Display the image for all to see.
Optionally, instead of the abstract image, you could bring in a clear glass, milk, and cocoa powder. Pour 1 cup of milk into the glass, add 5 tablespoons of cocoa powder, and introduce the task that way.
Tell students to give a signal when they have an answer and a strategy. Give students 2 minutes of quiet think time.
Student Facing
Andre likes a hot cocoa recipe with 1 cup of milk and 3 tablespoons of cocoa. He poured 1 cup of milk but accidentally added 5 tablespoons of cocoa.
[IMG]
How can you fix Andre’s mistake and make his hot cocoa taste like the recipe?
Explain how you know your adjustment will make Andre’s hot cocoa taste the same as the one in the recipe.
Student Response
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Activity Synthesis
Invite students to share their strategies with the class and record them for all to see. After each explanation, ask the class if they agree or disagree and how they know two hot cocoas will taste the same.


aligns: no