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: Graph proportional relationships, interpreting the unit rate as the slope of the graph. Compare two different proportional relationships represented in different ways. For example, compare a distance-time graph to a distance-time equation to determine which of two moving objects has greater speed.
problem_activity: Optional activity
This activity gives students an opportunity to interpret the graph of a line in context, including the meaning of a negative slope and the meaning of the horizontal and vertical intercepts.
Launch
3 minutes of quiet work time, followed by 2 minutes to confer in small groups to verify answers.
Reading: MLR6 Three Reads.
Use this routine for Elena’s situation to support reading comprehension for students. In the first read, students read the problem with the goal of comprehending the situation (e.g., Elena is paying back her brother every week.). In the second read, ask students to look for quantities represented in the graph (e.g., at week 0, Elena owes him
$
18; at 6 weeks, she has paid him back completely). In the third read, ask students to brainstorm possible strategies to answer the question: “What is the slope of the line and what does it represent?” This will help students reflect on the situation and interpret the slope in the given context.
Design Principle(s): Support sense-making; Maximize meta-awareness
Student Facing
Elena borrowed some money from her brother. She pays him back by giving him the same amount every week. The graph shows how much she owes after each week.
[IMG]
Answer and explain your reasoning for each question.
What is the slope of the line?
Explain how you know whether the slope is positive or negative.
What does the slope represent in this situation?
How much did Elena borrow?
How much time will it take for Elena to pay back all the money she borrowed?
Student Response
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Anticipated Misconceptions
Students may interpret money owed as negative. In this setup, the axis is labeled so that money owed is treated as positive.
Activity Synthesis
Ask students to share answers to each question and indicate how to use the graph to find the answers. For example, draw a slope triangle for the first question: the slope is -3 rather than 3, because the number of dollars owed is decreasing over time. Label the vertical intercept for the amount Elena borrowed and the horizontal intercept for the time it took her to pay back the loan.


aligns: yes