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: Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
problem_activity: Activity
The large quantities involved in these questions lend themselves to arithmetic with powers of 10, giving students the opportunity to make use of scientific notation before it is formally introduced. This activity was designed so students could practice modeling skills such as identifying essential features of the problem and gathering the required information (MP4). Students use powers of 10 and the number line as tools to make it easier to calculate and interpret results.
Notice the ways in which students use relevant information to answer the questions. Identify students who can explain why they are calculating with one operation rather than another. Speed is not as important as carefully thinking through each problem.
Teacher Notes for IM 6–8 Math Accelerated
Adjust time to 15 minutes. Give students 10 minutes of work time.
Launch
From the warm-up, students have decided what information they need to solve the problem. Invite students to ask for the information they need. Provide students with only the information they request. Display the information for students to see throughout the activity. If students find they need more information later, provide it to the whole class then.
Here is information students might ask for in order to solve the problems:
The mass of an average classroom meter stick is roughly 0.2 kg.
The length of an average classroom meter stick is 1 meter.
The mass of the Moon is approximately
\(7 \boldcdot 10^{22}\)
kg.
The Moon is roughly
\((3.8) \boldcdot 10^8\)
meters away from Earth.
The distances to various astronomical bodies the students might recognize, in light years, as points of reference for their last answer. (Consider researching other distances in advance or, if desired, encouraging interested students to do so.)
Arrange students in groups of 2–4 so they can discuss how to use the information to solve the problem. Give students 15 minutes of work time.
Student Facing
How many meter sticks does it take to equal the mass of the Moon? Explain or show your reasoning.
Label the number line and plot your answer for the number of meter sticks.
[IMG]
If you took all the meter sticks from the last question and lined them up end to end, will they reach the Moon? Will they reach beyond the Moon? If yes, how many times farther will they reach? Explain your reasoning.
One light year is approximately
\(10^{16}\)
meters. How many light years away would the meter sticks reach? Label the number line and plot your answer.
[IMG]
Student Response
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for free access to Student Response.
Student Facing
Are you ready for more?
Here is a problem that will take multiple steps to solve. You may not know all the facts you need to solve the problem. That is okay. Take a guess at reasonable answers to anything you don’t know. Your final answer will be an estimate.
If everyone alive on Earth right now stood very close together, how much area would they take up?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Select previously identified students to share how they organized their relevant information and how they planned to use the information to answer the questions. The important idea students should walk away with is that powers of 10 are a great tool to tackle challenging, real-world problems that involve very large numbers.
It might be illuminating to put 35 million light years into some context. It is over a thousand trillion times as far as the distance to the Moon, or about the size of a supercluster of galaxies. The Sun is less than
\(1.6 \times 10^\text{-5}\)
light year away from Earth.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Prior to the whole-class discussion, invite students to share their work with a partner. Display sentence frames to support student conversation such as: “First, I _____ because . . .”, “I noticed _____ so I . . .”, “Why did you . . .?”, “I agree/disagree because . . ..”
Supports accessibility for: Language; Social-emotional skills
Speaking: MLR8 Discussion Supports.
Give students additional time to make sure everyone in their group can explain their response to the first question. Then, vary who is called on to represent the ideas of each group. This routine will prepare students for the role of group representative and to support each other to take on that role.
Design Principle(s): Optimize output (for explanation); Cultivate conversation


aligns: no