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: Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
problem_activity: Narrative
The purpose of this activity is for students to connect written multiples of 10 to base-ten representations. Students notice a connection between how the numbers are said, written, and represented with tens. For example, “70” has the word “seven” as it is said, the digit “7” when it is written, and is represented with seven tens. Each number name is written under the number in this activity. Students are not expected to spell number names.
MLR8 Discussion Supports.
Invite students to begin partner interactions by repeating the question, “How did you match the towers of 10 to the written numbers?” This gives both students an opportunity to produce language.
Advances: Conversing
Required Materials
Materials to Gather
Connecting cubes
Materials to Copy
It's a Match (10-90) words, numbers, pictures
Launch
Groups of 2
Give each student a blackline master and access to connecting cubes.
Activity
Read the task statement from the blackline master.
5 minutes: independent work time
3 minutes: partner discussion
Monitor for students who count the number of towers, match correctly, and can explain how they knew.
Student Response
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Activity Synthesis
Invite previously identified students to share.
“How did you know which representations matched?” (I counted by ten and found the number. I said 10, 20, 30, 40, 50, and found 50.)


aligns: no