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: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.
problem_activity: Task
Given below is a table that gives the populations of foxes and rabbits in a national park over a 12 month period. Note that each value of $t$ corresponds to the beginning of the month and $t = 0$ corresponds to the beginning of January.
{"table": [{"tbody": [{"tr": [{"th": [{"_value": "$t$, month"}], "td": [{"_value": "0"}, {"_value": "1"}, {"_value": "2"}, {"_value": "3"}, {"_value": "4"}, {"_value": "5"}, {"_value": "6"}, {"_value": "7"}, {"_value": "8"}, {"_value": "9"}, {"_value": "10"}, {"_value": "11"}]}, {"th": [{"_value": "$r$, number of rabbits"}], "td": [{"_value": "1000"}, {"_value": "750"}, {"_value": "567"}, {"_value": "500"}, {"_value": "567"}, {"_value": "750"}, {"_value": "1000"}, {"_value": "1250"}, {"_value": "1433"}, {"_value": "1500"}, {"_value": "1433"}, {"_value": "1250"}]}, {"th": [{"_value": "$f$, number of foxes"}], "td": [{"_value": "150"}, {"_value": "143"}, {"_value": "125"}, {"_value": "100"}, {"_value": "75"}, {"_value": "57"}, {"_value": "50"}, {"_value": "57"}, {"_value": "75"}, {"_value": "100"}, {"_value": "125"}, {"_value": "143"}]}]}]}]}
Note that the number of rabbits and the number of foxes are both functions of time.
Explain why it is appropriate to model the number of rabbits and foxes as trigonometric functions of time.
Find an appropriate trigonometric function that models the number of rabbits, $r(t)$, as a function of time, $t$, in months.
Find an appropriate trigonometric function that models the number of foxes, $f(t)$, as a function of time, $t$, in months.
Graph both functions and give one possible explanation why one function seems to “chase” the other function.


aligns: no