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: 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.
problem_activity: Narrative
The purpose of this warm-up is to draw students’ attention to the first few multiples of 45, which will be helpful as students continue to work with benchmark angles and use a protractor to measure angles. Students have the skills to perform the multiplication in each equation, but computing each product may be time-consuming. Students can more efficiently tell if the equations are true or false if they consider properties of operations and look for and make use of structure.
Launch
Display one equation.
“Give me a signal when you know whether the equation is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each statement.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\(2 \times 45 = 6 \times 15\)
\(4 \times 45 = 2 \times 90\)
\(3 \times 45 = 180 - 90\)
\(6 \times 45 = 45 + 90 + 135\)
Student Response
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Activity Synthesis
Some students may notice that it is handy to think in terms of
\(2 \times 45\)
because it would mean dealing with multiples of 90 rather than multiples of 45. Highlight their explanations.
If no students decomposed expressions such as
\(3 \times 45\)
,
\(4 \times 45\)
, and
\(6 \times 45\)
into sums of
\(1 \times 45\)
and
\(2 \times 45\)
, discuss how this could be done. (See sample responses.)


aligns: no