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

shot_info: im_task_000212_pos_0

4
standard_description: Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
problem_activity: Narrative
The purpose of this activity is for students to use what they know about counting within 1,000 to make sense of number lines that show counting on or counting back by 10 or 100. This work helps build fluency with counting within 1,000 and connects to an upcoming lesson where students add and subtract multiples of 10 or 100 using equations.
MLR8 Discussion Supports.
Invite students to begin partner interactions by repeating the question, “What pattern do you notice?” This gives both students an opportunity to produce language.
Advances: Conversing
Launch
Groups of 2
Display the number line with jumps of 100.
“On this number line there are 5 tick marks, but only 3 are labeled. What are the missing numbers and how do you know?” (534 and 634 because the jumps are the same length and they must be jumps of 100. The hundreds place is increasing by 1, but the other places are not changing.)
30 seconds: quiet think time
30 seconds: partner discussion
Share and record responses.
“You recognized that the length between each tick mark must represent 100. The tick marks and arrows show counting on by 100 on the number line.”
Activity
“For each of the problems, use what you know about counting, representing numbers on the number line, and place value to find the missing numbers.”
10 minutes: partner work time
Monitor for a student to share their reasoning for _____, _____, 332, 342, 352
Student Facing
[IMG]
Fill in the missing numbers.
[IMG]
Does this number line show counting on by 10 or counting on by 100?
Fill in the missing numbers.
[IMG]
Does this number line show counting on by 10 or counting on by 100?
Fill in the missing numbers.
[IMG]
Does this number line show counting on by 10 or counting on by 100?
Fill in the missing numbers to show counting on by 10.
739, 749, __________, 769, __________
Explain how you can tell your numbers show counting on by 10 and not counting on by 100.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students find the missing numbers by counting by 1 instead of using patterns increasing by 10 or 100, consider asking:
“What digit is changing? Is it going up or down?”
“How can that help you figure out the count?”
Activity Synthesis
Invite a student to share their reasoning for _____, _____, 332, 342, 352.
“How did you figure out the starting number?” (I saw that it was going up by 10, so I knew I had to count back by 10 to find the starting numbers.)
Record responses with an open number line and equations.


aligns: no