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: Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.
problem_activity: In science class, you measure the mass and volume of different pieces of aluminum. You determine that there is a proportional relationship between mass and volume. The data on four samples of aluminum is shown in the table.
{"table": [{"_attributes": {"align": "center", "class": ["table", "table-bordered"], "style": "table-layout:Fixed; width:50%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$^3$$"}], "_values": ["Volume (cm", ")"]}]}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"_value": "Mass (g)"}]}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "4"}, {"_attributes": {"style": "text-align:center"}, "_value": "10.8"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "7"}, {"_attributes": {"style": "text-align:center"}, "_value": "18.9"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "12"}, {"_attributes": {"style": "text-align:center"}, "_value": "32.4"}]}, {"td": [{"_attributes": {"style": "text-align:center"}, "_value": "18"}, {"_attributes": {"style": "text-align:center"}, "_value": "48.6"}]}]}]}]}
After you put your scale away, you realize that you forgot to find the mass of one more piece of aluminum. The volume of the piece of aluminum is 10 cm
$${^3}$$
. Can you determine the mass without taking your scale back out?


aligns: no