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: Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
problem_activity: Activity
In this activity, students continue to practice identifying corresponding parts of scaled copies. By organizing corresponding lengths in a table, students see that there is a single factor that relates each length in the original triangle to its corresponding length in a copy (MP8). They learn that this number is called a
scale factor
.
As students work on the first question, listen to how they reason about which triangles are scaled copies. Identify groups who use side lengths and angles as the basis for deciding. (Students are not expected to reason formally yet, but should begin to look to lengths and angles for clues.)
As students identify corresponding sides and their measures in the second and third questions, look out for confusion about corresponding parts. Notice how students decide which sides of the right triangles correspond.
If students still have access to tracing paper, monitor for students who use this tool strategically (MP5).
Launch
Arrange students into groups of 4. Assign each student one of the following pairs of triangles in the first question.
A and E
B and F
C and G
D and H
Give students 2 minutes of quiet think time to determine if their assigned triangles are scaled copies of the original triangle. Give another 2–3 minutes to discuss their responses and complete the first question in groups.
Discuss briefly as a class which triangles are scaled copies and select a couple of groups who reasoned in terms of lengths and angles to explain their reasoning. Some guiding questions:
What information did you use to tell scaled copies from those that are not?
How were you able to tell right away that some figures are not scaled copies?
Give students quiet work time to complete the rest of the task after the class recognizes that A, C, F, and H are not scaled copies.
Student Facing
Here is Triangle O, followed by a number of other triangles.
[IMG]
Your teacher will assign you two of the triangles to look at.
For each of your assigned triangles, is it a scaled copy of Triangle O? Be prepared to explain your reasoning.
As a group, identify
all
the scaled copies of Triangle O in the collection. Discuss your thinking. If you disagree, work to reach an agreement.
List all the triangles that are scaled copies in the table. Record the side lengths that correspond to the side lengths of Triangle O listed in each column.
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_value": "Triangle O"}], "td": [{"_value": "3"}, {"_value": "4"}, {"_value": "5"}]}]}], "tbody": [{"tr": [{"th": [{}], "td": [{}, {}, {}]}, {"th": [{}], "td": [{}, {}, {}]}, {"th": [{}], "td": [{}, {}, {}]}, {"th": [{}], "td": [{}, {}, {}]}]}]}]}
Explain or show how each copy has been scaled from the original (Triangle O).
Student Response
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click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Choose one of the triangles that is not a scaled copy of Triangle O. Describe how you could change at least one side to make a scaled copy, while leaving at least one side unchanged.
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students may think that Triangle F is a scaled copy because just like the 3-4-5 triangle, the sides are also three consecutive whole numbers. Point out that corresponding angles are not equal.
Activity Synthesis
Display the image of all triangles and invite a couple of students to share how they knew which sides of the triangles correspond. Then, display a completed table in the third question for all to see. Ask each group to present its observations about one triangle and how the triangle has been scaled from the original. Encourage the use of “corresponding” in their explanations. As students present, record or illustrate their reasoning on the table, e.g., by drawing arrows between rows and annotating with the operation students are describing, as shown here.
[IMG]
Use the language that students use to describe the side lengths and the numerical relationships in the table to guide students toward
scale factor
. For example: “You explained that the lengths in Triangle F are all twice those in the original triangle, so we can write those as “2 times” the original numbers. Lengths in Triangle A are half of those in the original; we can write “
\(\frac12\)
times” the original numbers. We call those multipliers—the 2 and the
\(\frac12\)
-scale factors. We say that scaling Triangle O by a scale factor of 2 produces Triangle F, and that scaling Triangle O by
\(\frac12\)
produces Triangle A.”


aligns: no