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.


Description: 
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, assess whether the following problem or activity aligns with the provided description.

shot_info: im_task_000212_pos_0

4
standard_description: Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
problem_activity: Warm-up
In this activity, students have an opportunity to notice and make use of structure (MP7) in order to identify a point where the graphs of two given functions intersect. The work here leads directly into the next activity in which students use algebraic methods to identify all points of intersection between two polynomials.
Launch
Display one problem at a time. Give students quiet think time for each problem and ask them to give a signal when they have an answer and a strategy. Keep all problems displayed throughout the talk. Follow with a whole-class discussion.
Representation: Internalize Comprehension.
To support working memory, provide students with sticky notes or mini whiteboards.
Supports accessibility for: Memory; Organization
Student Facing
Mentally identify a point where the graphs of the two functions intersect, if one exists.
\(f(x)=x\)
and
\(g(x)=3\)
\(j(x)=(x+3)(x-3)\)
and
\(k(x)=0\)
\(m(x)=(x+3)(x-3)\)
and
\(n(x)=(x-3)\)
\(p(x)=(x+5)(x-5)\)
and
\(q(x)=(x+3)(x-3)\)
Student Response
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Activity Synthesis
Ask students to share their strategies for each problem. Record and display their responses for all to see. To involve more students in the conversation, consider asking:
“Who can restate
\(\underline{\hspace{.5in}}\)
’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the problem in a different way?”
“Does anyone want to add on to
\(\underline{\hspace{.5in}}\)
’s strategy?”
“Do you agree or disagree? Why?”
If not brought up during the discussion, remind students that these are called systems of equations. Ask, “What are some ways you have solved systems of equations in the past?” (Graphing, substitution, elimination.) Tell students that in the next activity, they are going to think about how to use substitution to solve systems of equations in which at least one of the equations is a quadratic.
Speaking: MLR8 Discussion Supports.
Display sentence frames to support students when they explain their strategy. For example, “First, I _____ because . . . .” or “I noticed _____ so I . . . .” Some students may benefit from the opportunity to rehearse what they will say with a partner before they share with the whole class.
Design Principle(s): Optimize output (for explanation)


aligns: no