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: Count to 100 by ones and by tens.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 3 of the Less, Same, More center. Students draw groups that have more, fewer, or the same number of images as a given group. Consider using a sheet protector or laminating the mats for students to use with dry erase markers. Otherwise, make multiple copies of the mats for each group.
MLR8 Discussion Supports.
If necessary, invite students to repeat their reasoning to describe their comparison to a partner using mathematical language: “Can you say that again using the words more/fewer/the same?”
Advances: Listening, Speaking
Required Materials
Materials to Gather
Sheet protectors
Materials to Copy
Less, Same, More Mat
Image Cards Grade K
Required Preparation
Each group of 2 needs a set of cards from the blackline master.
Launch
Groups of 2
Give students the mats and cards.
“We are going to learn a new way to play the Less, Same, More center. It is called Less, Same, More, Drawings.”
“First, draw a card and place it at the top of the mat. Figure out how many things are on the card.”
Point to each square as you explain: “Draw three groups in the squares below. Draw one group that has fewer things, one group that has the same number of things, and one group that has more things.”
“Switch mats with your partner. Check to be sure you agree with the groups your partner made.”
“Choose one of the groups you drew to describe with a sentence using ‘more,’ ‘fewer,’ or ‘the same number’.”
“When you are finished, place a new card at the top of your mat and draw groups that have more, fewer, and the same number in the squares.”
Activity
10 minutes: partner work time
Activity Synthesis
Display the card with 5 dots in a number cube arrangement:
[IMG]
“Draw a group that has fewer images.”
1 minute: independent work time
“How many images are in the group you drew?”
Share responses.
“Did all of our groups have the same number of things? Why?” (No, some people drew groups with 2 things and some people drew groups with 4 things. 4 and 2 are both less than 5.)
“Did all of our groups have fewer than 5 things?” (Yes.)


aligns: no