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: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?
problem_activity: Optional activity
In this activity, students use the data from the previous activity and draw a scatter plot and a line that fits the data. The given data show a clear linear association, so it is appropriate to model the data with a line. Students can use a piece of dried linguine pasta or some other rigid, slim, long object (for example, wooden skewer) to eyeball the line that best fits the data. (The line of best fit has a variance of
\(R^2=0.94\)
.) Even though different answers will have slightly different slopes and intercepts, they will be close to each other.
Launch
Students in same groups of 3–4. Provide access to pieces of dried linguine pasta.
Representation: Internalize Comprehension.
Provide a range of examples and counterexamples for a best fit line. Consider displaying charts and examples from previous lessons to aide in memory recall.
Supports accessibility for: Conceptual processing
Student Facing
Make a scatter plot of the data.
[IMG]
Describe any patterns of association that you notice.
Draw a line that fits the data. Write an equation for this line.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Anticipated Misconceptions
If a student is stuck on making the scale on the graph, remind them to look at the range from the previous problem.
Activity Synthesis
At the start of the discussion, make sure students agree that there seems to be a negative association that looks like a line would fit the data nicely before moving on.
Invite several groups to share the equations they came up with and how they found them. They will likely have slightly different slopes and intercepts. Ask students to explain where those differences come from. (Not everyone chose the same points to guide the trendline they drew for the data.) The differences should be small and the different models give more or less the same information. In the next activity, students will be using the model (equation and graph) to make predictions.
Representing, Conversing: MLR8 Discussion Supports.
After students complete their scatter plots from the data, they should meet with a small group of 3–4 students to share and compare. While each student shares, circulate and encourage students to look for commonalities and to discuss their differences in displays. Tell students to generate an agreed on response for the equation and the visual display of the line even though they may have differences. Tell students that one member will share out, but they won’t know who, so they all need to be prepared to share and explain. During the whole-class discussion, amplify use of mathematical language such as “slope”, “intercept”, “equation”, “graph”, and “negative association”. Use this to help students develop their explanations of associations and differences that they see in how the data is interpreted.
Design Principle(s): Cultivate conversation; Maximize meta-awareness


aligns: yes