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: Use place value understanding to round decimals to any place.
problem_activity: Problem 1
Here are two algorithms for finding the value of 64 × 2.
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a.   How is Patrice’s method similar to and different from Jerome’s method?
b.   How do you think Jerome found the product 128?
Problem 2
Patrice solved the problem 813 × 7 using the partial products algorithm, as shown below:
[IMG]
Jerome solved in a different way from Patrice. Here is what he did:
{"table": [{"_attributes": {"class": ["table", "table-bordered"], "style": "width: 100%;"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "vertical-align: top;"}, "_value": "First, he found the partial product of 3 ones and 7, which is 21 ones, or 2 tens 1 one. He wrote the ones digit, 1, under the equal bar, and the 2 tens on the equal bar above the tens place in smaller handwriting."}, {"_attributes": {"style": "vertical-align: top;"}, "_value": "Then, he found the partial product of 1 ten and 7, which was 7 tens. Because he had the 2 tens from the first partial product, he added those tens together and wrote 9 in the tens place in the product. Because he had accounted for the 2 tens from his first partial product, he crossed it off."}, {"_attributes": {"style": "vertical-align: top;"}, "_value": "Finally, he found the partial product of 8 hundreds and 7, which was 56 tens. He wrote 56 in the hundreds and tens place in the product."}]}, {"td": [{"p": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2021/08/26/4-2-10-at2b_bGxguvo.png", "style": "width: 75px; height: 95px;"}}]}]}, {"p": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2021/08/26/4-2-10-at2c.png", "style": "width: 75px; height: 95px;"}}]}]}, {"_attributes": {"style": "vertical-align: bottom;"}, "p": [{"_attributes": {"style": "text-align: center;"}, "img": [{"_attributes": {"src": "https://d21royfkw9g4l6.cloudfront.net/uploads/2021/08/26/4-2-10-at2d.png", "style": "width: 75px; height: 95px;"}}], "em": [{}]}]}]}]}]}]}
a.   How is Patrice's method similar to and different from Jerome's method?
b.   What are the advantages and disadvantages of Patrice's method? Of Jerome's method?
Problem 3
Try using the standard algorithm to solve. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$54\times6$$
b.
$$9\times673$$
c.
$$1,605\times4$$


aligns: no