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: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
problem_activity: Narrative
The purpose of this activity is for students to identify and name shapes in the environment. The shape walk can take place in the playground, library, or another area of the school. It may be easier for students to use their recording sheet if it is on a clipboard.
When students recognize mathematical features of objects in the real world, they model with mathematics (MP4).
Engagement: Develop Effort and Persistence.
Students may benefit from chunking this task into smaller parts. Invite students to look for one shape at a time. Check in with students to provide feedback and encouragement after recording each shape.
Supports accessibility for: Conceptual Processing
Required Materials
Materials to Gather
Clipboards
Launch
Groups of 2
“We are going to take a walk around the playground. Look for examples of triangles, rectangles, and circles around the playground. Tell your partner about the shapes you find and draw pictures or write words to record what you find.”
Activity
10 minutes: shape walk
“Write a number to show how many of each shape you found.”
2 minutes: independent work time
Student Facing
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Synthesis:
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Student Response
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Activity Synthesis
Invite students to share their recording sheets and the shapes that they found.
Display the image or an example from the playground:
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“Han found this swing on the playground. Where should he draw this on the recording sheet?” (The swing looks like a rectangle so he could draw it with the rectangles. The sides of the swing look like triangles.)


aligns: yes