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: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
problem_activity: Activity
This task is analogous to a previous activity with positive exponents. The number line strongly encourages students to think about how to change expressions so they all take the form
\(b \boldcdot 10^k\)
, where
\(b\)
is between 1 and 10, as in the case of scientific notation. The number line also is a useful representation to show that, for example,
\(29 \boldcdot 10^\text{-7}\)
is about half as much as
\(6 \boldcdot 10^\text{-6}\)
. The last two questions take such a comparison a step further, asking students to estimate relative sizes using numbers expressed with powers of 10.
As students work, look for different strategies they use to compare expressions that are not written as a product of a number and
\(10^{\text-6}\)
. Also look for students who can explain how they estimated in the last two problems. Select them to share their strategies later.
Launch
Arrange students in groups of 2. Give students 5 minutes of quiet work time, followed by partner discussion and whole-class discussion. During partner discussion, ask students to share their responses for the first two questions and reach an agreement about where the numbers should be placed on the number line.
Action and Expression: Develop Expression and Communication.
Maintain a display of important terms and vocabulary. During the launch take time to review the visual display of rules for exponents.
Supports accessibility for: Memory; Language
Speaking: MLR8 Discussion Supports.
Display sentence frames to support students as they describe how they compared and estimated the difference in magnitude between the pairs of values
\(29⋅10^{\text-7}\)
and
\(6⋅10^{\text-6}\)
or
\(7⋅10^{\text-8}\)
and
\(3⋅10^{\text-9}\)
. For example, “First I ____ , then I ____ .” or “_____ is (bigger/smaller) because ______ .”
Design Principle(s): Optimize output (for explanation)
Student Facing
[IMG]
Label the tick marks on the number line.
Plot the following numbers on the number line:
A.
\(6 \boldcdot 10^{\text -6}\)
B.
\(6 \boldcdot 10^{\text -7}\)
C.
\(29 \boldcdot 10^{\text -7}\)
D.
\((0.7) \boldcdot 10^{\text -5}\)
Which is larger,
\(29 \boldcdot 10^{\text -7}\)
or
\(6 \boldcdot 10^{\text -6}\)
? Estimate how many times larger.
Which is larger,
\(7 \boldcdot 10^{\text -8}\)
or
\(3 \boldcdot 10^{\text -9}\)
? Estimate how many times larger.
Student Response
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Anticipated Misconceptions
Students may have trouble comparing negative powers of 10. Remind these students that, for example,
\(10^\text{-5}\)
is 5 factors that are
\(\frac{1}{10}\)
and
\(10^\text{-6}\)
is 6 factors that are
\(\frac{1}{10}\)
, so
\(10^\text{-5}\)
is 10 times larger than
\(10^\text{-6}\)
.
Students may also have trouble estimating how many times one larger expression is than another. Offer these students an example to illustrate how representing numbers as a single digit times a power of 10 is useful for making rough estimations. We have that
\(9 \boldcdot 10^\text{-12}\)
is roughly 50 times as much as
\(2 \boldcdot 10^\text{-13}\)
because
\(10^\text{-12}\)
is 10 times as much as
\(10^\text{-13}\)
and 9 is roughly 5 times as much as 2. In other words,
\(\displaystyle \frac{9 \boldcdot 10^\text{-12}}{2 \boldcdot 10^\text{-13}} \approx \frac{10 \boldcdot 10^\text{-12}}{2 \boldcdot 10^\text{-13}} = 5 \boldcdot 10^{\text-12 - (\text-13)} = 5 \boldcdot 10^1 = 50\)
Activity Synthesis
Select previously identified students to explain how they used the number line and powers of 10 to compare the numbers in the last two problems.
One important concept is that it’s always possible to change an expression that is a multiple of a power of 10 so that the leading factor is between 1 and 10. For example, we can think of
\(29 \boldcdot 10^\text{-7}\)
as
\((2.9) \boldcdot 10 \boldcdot 10^\text{-7}\)
or
\((2.9) \boldcdot 10^\text{-6}\)
. Another important concept is that powers of 10 can be used to make rough estimates. Make sure these ideas are uncovered during discussion.


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