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: Solve quadratic equations in one variable.
problem_activity: Narrative
The purpose of this warm-up is to allow students to connect language to mathematical representation, which will be useful when students need to compare quantities and numbers in later activities. In the synthesis, students have the opportunity to practice using the language “more” to compare quantities.
This warm-up gives students opportunities to make sense of a problem by acting it out first before thinking about how to solve the problem (MP1).
Launch
Groups of 2
Display and read the story.
“What is the story about?”
30 seconds: quiet think time
Share responses.
Read the story again.
“How can you act out this story?”
30 seconds: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share responses.
Choose a way to represent the story as a class.
Read the story together.
Student Facing
Lin and her brother are setting the table for dinner.
Lin put 8 cups on the table.
Her brother put 6 plates on the table.
Did Lin or her brother put more things on the table?
[IMG]
Student Response
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Activity Synthesis
“Did Lin or her brother put more things on the table? How do you know?” (Lin put more things on the table. When we acted it out, there were 2 plates that did not have any cups, so there were more plates. 8 is more than 6.)
“Tell your partner about 8 and 6 using ‘more.’” (8 is more than 6.)
“8 plates is more than 6 cups. 8 is more than 6.”


aligns: no