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: Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x^(2 )+ y^(2) = 3.
problem_activity: Narrative
This warm-up prompts students to compare four images. It gives students a reason to use language precisely (MP6). It gives the teacher an opportunity to hear how students use geometric language and talk about characteristics of the items in comparison to one another. During the synthesis, ask students to explain the meaning of any terminology they use, such as square, cube, triangle, circle, flat, and solid.
Launch
Groups of 2
Display the image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2–3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn’t belong?
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
Student Response
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Activity Synthesis
“Let’s find at least one reason why each one doesn’t belong.”
“What are the names of the shapes?”
“I heard someone say _____. What does that mean?”


aligns: no