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: Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional 1/10 of her salary an hour, or $2.50, for a new salary of $27.50. If you want to place a towel bar 9 3/4 inches long in the center of a door that is 27 1/2 inches wide, you will need to place the bar about 9 inches from each edge; this estimate can be used as a check on the exact computation.
problem_activity: Problem 1
For Simon’s birthday, he and his family go out to eat at a restaurant.
a.   The amount of tax is $3.40, which is 5% of the food bill. How much was the food bill not including the tax?
b.   If Simon wants to leave a 20% tip on the amount of the food bill before tax, how much should he leave for a tip?
c.   What is Simon’s total bill including tax and tip? What percent of the food bill is this?
Problem 2
Emily has a coupon for 20 percent off of her purchase at the store. She finds a backpack that she likes on the discount rack. Its original price is $60, but everything on the rack comes with a 30 percent discount.
Emily says, “
Thirty percent and twenty percent make fifty percent, so it will cost $30.
”
Is Emily correct? Explain your reasoning. In your explanation, if you disagree with Emily, find the price she will pay for the backpack.
Problem 3
In order to make money, a store marks up its prices by 25% from the warehouse prices. Let
$$p$$
represent the price at which the store gets its merchandise from the warehouse, and let
$$s$$
represent the price the store sells the merchandise for after the markup.
a.   Write an equation to determine the selling price,
$$s$$
, based on the warehouse purchase price,
$$p$$
.
b.   Create a table showing possible pairs of solutions to the equation.
{"table": [{"_attributes": {"align": "Center", "class": ["table", "table-bordered"], "style": "width:50%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$p$$"}], "_values": ["Warehouse price (", ")"]}]}, {"_attributes": {"style": "background-color:#eeeeee; text-align:center"}, "strong": [{"span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$s$$"}], "_values": ["Selling price (", ")"]}]}]}, {"td": [{}, {}]}, {"td": [{}, {}]}, {"td": [{}, {}]}, {"td": [{}, {}]}]}]}]}
c.   Create and label a graph for your table.
d.   Interpret the points
$$(0, 0)$$
and
$$(1, r) $$
from the graph in context of the situation.


aligns: yes