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: Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.
problem_activity: Narrative
The purpose of this activity is for students to practice multiplying multi-digit numbers that have one or more digits of 0 at the end. Monitor for students who:
use the standard algorithm to evaluate
\(6,\!700 \times 89\)
.
multiply the product
\(67 \times 89\)
by 10 to find the value of the product
\(670 \times 89\)
.
multiply the product of
\(670 \times 89\)
by 10 to find the value of the product
\(6,\!700 \times 89\)
.
Students who observe that
\(670 = 10 \times 67\)
and
\(6,\!700 = 10 \times 670\)
and use these relationships to find the values of the products are observing regularity in repeated reasoning and using their knowledge of how to multiply a whole number by 10 (MP7, MP8).
Representation: Internalize Comprehension.
Synthesis: Invite students to identify which details were important to find products of multi-digit numbers that have zero digits. Display the sentence frame, “The next time I multiply a number that contains zero digits, I will pay attention to . . . .“
Supports accessibility for: Conceptual Processing, Memory
Launch
Groups of 2
Activity
5–7 minutes: independent work time
5–7 minutes: partner discussion
Student Facing
Find the value of each product.
1.
[IMG]
2.
[IMG]
3.
[IMG]
4.
[IMG]
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
Display the product
\(6,\!700 \times 89\)
:
Ask previously identified students to share their solutions.
Display student work or the image from the sample response:
[IMG]
“What is the relationship between
\(670\times89\)
and
\(6,\!700\times89\)
?” (The product
\(6,\!700\times89\)
is ten times larger because one of the factors is ten times greater.)
“What is the relationship between
\(67 \times 89\)
and
\(6,\!700 \times 89\)
?” (The product
\(6,\!700 \times 89\)
is 100 times as large as
\(67 \times 89\)
since 6,700 is
\(100 \times 67\)
.)


aligns: no