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 data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.
problem_activity: Activity
One purpose of this activity is to practice seeing the total length of a segment as the sum of its pieces, and using the whole side length of a rectangle to express its area. Another is to generate examples of equivalent expressions, and understand why they are equivalent based on an understanding of area and the distributive property.
Monitor for students who write different but equivalent expressions to represent the area of a rectangle. For example,
\(2(t+5+t)\)
,
\(2t+10+2t\)
, and
\(4t+10\)
for figure B.
Student Facing
Complete the table with the length, width, and area of each rectangle.
[IMG]
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "rectangle"}, {"_attributes": {"scope": "col"}, "_value": "length (units)"}, {"_attributes": {"scope": "col"}, "_value": "width (units)"}, {"_attributes": {"scope": "col"}, "_value": "area (square units)"}]}]}], "tbody": [{"tr": [{"td": [{"_value": "A"}, {"span": [{"_attributes": {"class": ["math", "math-repaired"]}, "_value": "\\(a+4\\)"}]}, {}, {}]}, {"td": [{"_value": "B"}, {}, {"_value": "2"}, {}]}, {"td": [{"_value": "C"}, {}, {}, {}]}, {"td": [{"_value": "D"}, {}, {}, {}]}, {"td": [{"_value": "E"}, {}, {}, {}]}]}]}]}
Student Response
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Activity Synthesis
Invite previously-selected students to share different but equivalent expressions for length and area. (Reassure students that it doesn’t matter which side is considered the length or the width.) If any students express confusion over a response, encourage the student who came up with the response to explain. For example, a student might wonder why
\(a+a+a\)
can be expressed as
\(3a\)
.
Display the table from the task statement for all to see, and write any equivalent expressions that are mentioned next to each other. For example, for the area of figure A, you might write
\(5(a+4)\)
,
\((4+a) \boldcdot 5\)
, and
\(5a+20\)
. Show in the figure how you can see
\(5(a+4)\)
(the product of one side and the other whole side) and
\(5a+20\)
(the area of each smaller rectangle, added up). Emphasize that all of these expressions correctly represent the area of the whole figure, and highlight use of the distributive property where it occurs.


aligns: no