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: Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model.
problem_activity: Task
In order to play a popular “spinning wheel” game at Fred's Fun Factory Arcade, a player is required to pay a small, fixed amount of 25 cents each time he/she wants to make the wheel spin. When the wheel stops, the player is awarded tickets based on where the wheel stops -- and these tickets are then redeemable for prizes at a redemption center within the arcade.
This particular game has no skill component; each spin of the wheel is a random event, and the results from each spin of the wheel are independent of the results of previous spins.
The wheel awards tickets with the following probabilities:
{"table": [{"_attributes": {"class": ["narrow"]}, "tbody": [{"tr": [{"td": [{"_value": "1 ticket"}, {"_value": "35%"}]}, {"td": [{"_value": "2 tickets"}, {"_value": "20%"}]}, {"td": [{"_value": "3 tickets"}, {"_value": "20%"}]}, {"td": [{"_value": "5 tickets"}, {"_value": "10%"}]}, {"td": [{"_value": "10 tickets"}, {"_value": "10%"}]}, {"td": [{"_value": "25 tickets"}, {"_value": "4%"}]}, {"td": [{"_value": "100 tickets"}, {"_value": "1%"}]}]}]}]}
A young girl is given 2 quarters so that she can play the game two times.  Let $X$ be the number of tickets she wins based on two spins. There are 26 possible values for $X$ that the young girl can obtain in this case, and those values are listed to the right.
Some values of $X$ are more common than others. For example, winning only 2 tickets in two spins is a somewhat common occurrence with probability 0.1225 as it means the player earns 1 ticket on the first spin and 1 ticket on the second spin. Similarly, winning 200 tickets in two spins is a somewhat rare occurrence with probability 0.0001 as it means the player earns 100 tickets on the first spin and 100 tickets on the second spin. A full list of the possible values of $X$ and the corresponding probabilities for almost every value of $X$ is shown at right.
Four probability values are deliberately hidden. Determine the 4 missing probability values in the distribution.  (Hint: since all values of $X$ are listed, and since the probabilities that are shown add up to 0.66, the 4 hidden probabilities you are computing should add up to very specific value.)
Which value of $X$ is most common?
The young girl considers it a "good day" with the game if she wins more than 100 tickets based on 2 spins.  What is the probability that she will have a "good day" based on that definition?
[IMG]


aligns: no