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: Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.
problem_activity: Problem 1
There are four red envelopes, four blue envelopes, and four $1 bills, which will be placed in four of the eight envelopes.
Below is a tree diagram we can use to answer the questions that follow. Write in the probabilities described.
Suppose one $1 bill is placed in a blue envelope, and the three remaining $1 bills are placed in three red envelopes.
[IMG]
If you choose a blue envelope, what is the probability that you will get the $1?
If you choose a red envelope, what is the probability that you will get the $1?
Problem 2
Suppose the $1 bills are redistributed among the envelopes. Two $1 bills are placed in two blue envelopes, and two $1 bills are placed in two red envelops. Record the probabilities on the tree diagram.
[IMG]
If you choose a blue envelope, what is the probability that you will get the $1?
If you choose a red envelope, what is the probability that you will get the $1?


aligns: no