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 a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
problem_activity: Activity
In this activity, students investigate how the height of water in a graduated cylinder is a function of the volume of water in the graduated cylinder. Students make predictions about how the graph will look and then test their prediction by filling the graduated cylinder with different amounts of water, gathering and graphing the data (MP4).
Digital
Launch
Arrange students in groups of 3–4. Be sure students know how to measure using a graduated cylinder. If needed, display a graduated cylinder filled to a specific measurement for all to see and demonstrate to students how to read the measurement. Give each group access to a graduated cylinder and water.
Give groups 8–10 minutes to work on the task, follow with a whole-class discussion.
For classrooms with access to the digital materials or those with no access to graduated cylinders, an applet is included here. Physical measurement tools and an active lab experience are preferred.
Speaking: MLR8 Discussion Supports.
Display sentence frames to support small-group discussion. For example, “I think ____ , because _____ .” or “I (agree/disagree) because ______ .”
Design Principle(s): Support sense-making; Optimize output for (explanation)
Student Facing
Use the applet to investigate the height of water in the cylinder as a function of the water volume.
Before you get started, make a prediction about the shape of the graph.
Check Reset and set the radius and height of the graduated cylinder to values you choose.
Let the cylinder fill with different amounts of water and record the data in the table.
Create a graph that shows the height of the water in the cylinder as a function of the water volume.
Choose a point on the graph and explain its meaning in the context of the situation.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Print
Launch
Arrange students in groups of 3–4. Be sure students know how to measure using a graduated cylinder. If needed, display a graduated cylinder filled to a specific measurement for all to see and demonstrate to students how to read the measurement. Give each group access to a graduated cylinder and water.
Give groups 8–10 minutes to work on the task, follow with a whole-class discussion.
For classrooms with access to the digital materials or those with no access to graduated cylinders, an applet is included here. Physical measurement tools and an active lab experience are preferred.
Speaking: MLR8 Discussion Supports.
Display sentence frames to support small-group discussion. For example, “I think ____ , because _____ .” or “I (agree/disagree) because ______ .”
Design Principle(s): Support sense-making; Optimize output for (explanation)
Student Facing
Your teacher will give you a graduated cylinder, water, and some other supplies. Your group will use these supplies to investigate the height of water in the cylinder as a function of the water volume.
Before you get started, make a prediction about the shape of the graph.
Fill the cylinder with different amounts of water and record the data in the table.
{"table": [{"_attributes": {"border": "1"}, "tbody": [{"tr": [{"th": [{"_attributes": {"scope": "row"}, "_value": "volume (ml)"}], "td": [{}, {}, {}, {}, {}, {}]}, {"th": [{"_attributes": {"scope": "row"}, "_value": "height (cm)"}], "td": [{}, {}, {}, {}, {}, {}]}]}]}]}
Create a graph that shows the height of the water in the cylinder as a function of the water volume.
[IMG]
Choose a point on the graph and explain its meaning in the context of the situation.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Select groups to share the graph for the third question and display it for all to see. Consider asking students the following questions:
“What do you notice about the shape of your graph?”
“What is the independent variable of your graph? Dependent variable?”
“How does this graph differ from what you predicted the shape would be?”
“For the last question, what point did you choose, and what does that point mean in the context of this activity?”
“What would the endpoint of the graph be?” (There is a maximum possible volume for the cylinder. Once it’s filled, any extra water will spill out and not raise the water height.)
[IMG]
Ask students to predict how the graph would change if their cylinder had double the diameter. After a few responses, display this graph for all to see:Explain that each line represents the graph of a cylinder with a different radius. One cylinder has a radius of 1 cm, another has a radius of 2 cm, and another has a radius of 3 cm. Have students consider which line must represent which cylinder. Ask, “how did the slope of each graph change as the radius increased?” (As the radius is larger, the slope is less steep. This is because for a cylinder with a larger base, the same volume of water will not fill as high up the side of the cylinder.)


aligns: no