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: Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
problem_activity: Activity
The purpose of this task is for students to develop their understanding of the
\(|x|\)
notation in familiar contexts. They should build their understanding that
\(|x|\)
represents the distance from zero to
\(x\)
and that
\(|\text-x|\)
and
\(|x|\)
are equal.
Launch
Allow students 10 minutes quiet work time followed by whole-class discussion.
Student Facing
A part of the city of New Orleans is 6 feet below sea level. We can use “-6 feet” to describe its elevation, and “
\(|\text-6|\)
feet” to describe its vertical distance from sea level. In the context of elevation, what would each of the following numbers describe?
25 feet
\(|25|\)
feet
-8 feet
\(|\text-8|\)
feet
The elevation of a city is different from sea level by 10 feet. Name the two elevations that the city could have.
We write “
\(\text-5^\circ \text{C}\)
” to describe a temperature that is 5 degrees Celsius below freezing point and “
\(5^\circ \text{C}\)
” for a temperature that is 5 degrees above freezing. In this context, what do each of the following numbers describe?
\(1^\circ \text{C}\)
\(\text-4^\circ \text{C}\)
\(|12|^\circ \text{C}\)
\(|\text-7|^\circ \text{C}\)
Which temperature is colder:
\(\text-6^\circ \text{C}\)
or
\(3^\circ \text{C}\)
?
Which temperature is closer to freezing temperature:
\(\text-6^\circ \text{C}\)
or
\(3^\circ \text{C}\)
?
Which temperature has a smaller absolute value? Explain how you know.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
At a certain time, the difference between the temperature in New York City and in Boston was 7 degrees Celsius. The difference between the temperature in Boston and in Chicago was also 7 degrees Celsius. Was the temperature in New York City the same as the temperature in Chicago? Explain your answer.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
To summarize students’ work, consider displaying the following diagram and these four expressions. Give students a minute to study the diagram and match each letter on the diagram to an appropriate expression.
-4 feet
\(|{15}|\)
feet
\(|{\text -4}|\)
feet
15 feet
[IMG]
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Invite students to suggest language or diagrams to include that will support their understanding of: absolute value of a number, elevation, sea level, less than, greater than.
Supports accessibility for: Conceptual processing; Language; Memory
Representing, Speaking: MLR7 Compare and Connect
. To help students connect the numerical values with the diagram in the activity synthesis, provide students phrases that also connect to the situation (e.g., “4 feet below sea level,” “15 feet from sea level,” “4 feet from sea level,” and “15 feet above sea level”). Emphasize the language needed to say what the numerical values mean and how those values connect to the diagram and the phrases.
Design Principle(s): Maximize meta-awareness


aligns: no