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: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
problem_activity: Task
Carbon 14 is a form of carbon which decays exponentially over
time.
The amount
of Carbon 14 contained in a preserved plant is modeled
by the equation
$$
f(t) = 10\left(\frac{1}{2}\right)^{ct}.
$$
Time in this equation is measured in years
from the moment when the plant dies ($t = 0$) and the amount of Carbon 14 remaining in the preserved plant is measured in micrograms
(a microgram is one millionth of a gram).  The number $c$ in the exponential
measures the exponential rate of decay of Carbon $14$.
How many micrograms  of Carbon $14$ are in the plant at the time it died?
The best known estimate for the half-life of Carbon 14, that is the amount of time it takes for half of the
Carbon $14$ to decay, is $5730 \pm 40$ years.   Use this information to
calculate the range of possible values for the constant $c$ in the equation for $f$.
Use your answer from part (b) to find the range of years when there is
one microgram remaining in the preserved plant.


aligns: yes