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: 
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Answer: 
Yes. This task asks students to compare two fractions that are equal. The students need to explain why the two fractions are equal by drawing a picture, which involves using visual fraction models.

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_pos_0

4
standard_description: Estimate lengths using units of inches, feet, centimeters, and meters.
problem_activity: Narrative
The purpose of this activity is for students to use their own language and the language generated by the class in the last activity to describe how objects were sorted and tell how many objects are in each category. Students walk around the room and look at how other students sorted their objects. Consider using a signal to let students know when it is time to rotate.
Action and Expression: Internalize Executive Functions
. Check for understanding by inviting students to rephrase directions in their own words. Keep a display of directions visible throughout the activity.
Supports accessibility for: Memory, Attention
Required Materials
Materials to Gather
Materials from a previous activity
Required Preparation
The math tool sorts from the previous activity are needed for this gallery walk.
Launch
Groups of 2
“Now you’re going to walk around to other tables to look at how other students sorted their tools. For each group’s work, talk to your partner about how they sorted the math tools and how many objects are in each category.”
Students move so they are looking at another group’s work.
“Look at the objects on your own. How did they sort the math tools? How many objects are in each category? When you are ready to share your thinking with your partner, put your thumb up.”
30 seconds: quiet think time
“Take turns sharing your thinking with your partner.”
1 minute: partner discussion
Activity
“Move to the next group’s work. Talk to your partner about how they sorted and how many tools are in each category.”
Repeat as time allows.
8 minutes: partner discussion time
Student Response
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Activity Synthesis
“What are some different ways you saw the math tools sorted?”


aligns: no