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: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
problem_activity: Problem 1
Act 1: Look at the following image -
[IMG]
Then watch the video
Piggy Bank
.
a.   What do you notice? What do you wonder?
b.   Is there enough money to purchase the paint set? Make an estimate for how much money is in the piggy bank.
Problem 2
Act 2: Use the following information to determine whether there is enough money in the piggy bank to buy the paint set –
There are 70 nickels in the piggy bank.
There are 64 quarters in the piggy bank.
There are 105 dimes in the piggy bank.
There are 230 pennies in the piggy bank.
Problem 3
Act 3: See the solution below –
[IMG]
Was your answer reasonable? Why or why not?
Problem 4
Act 4 (the sequel): If she buys the paint set, how much money will she have left over?


aligns: no