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 problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
problem_activity: Activity
This info gap activity gives students an opportunity to determine and request the information needed for a dilation, and to realize that using coordinates greatly simplifies talking about specific points. In order to perform a dilation, students will need to know the center of dilation (which can be communicated using the coordinate grid), the coordinates of the polygon that they are dilating (also communicated using the coordinate grid), and the scale factor. With this information, they can find the dilation as in previous activities.
The info gap structure requires students to make sense of problems by determining what information is necessary, and then to ask for the information they need to solve the problem. This may take several rounds of discussion if their first requests do not yield the information they need (MP1). It also allows them to refine the language they use and ask increasingly more precise questions until they get the information they need (MP6).
Here is the text of one of the cards for reference and planning:
[IMG]
Listen for how students request (and supply) information about the center of dilation and the location of the polygon that is being dilated. The coordinate grid helps name and communicate the location of points, which is essential in this activity. In addition to the location of points, listen for how students use “center of dilation” and “scale factor” in order to communicate this essential information.
Teacher Notes for IM 6–8 Math Accelerated
Adjust this activity to 15 minutes.
Launch
Tell students they will continue to practice describing and drawing dilations using coordinates. Explain the Info Gap and consider demonstrating the protocol if students are unfamiliar with it. Arrange students in groups of 2. Provide access to geometry toolkits. In each group, distribute a problem card to one student and a data card to the other student. After you review their work on the first problem, give them the cards for the second problem and instruct them to switch roles.
Engagement: Develop Effort and Persistence.
Display or provide students with a physical copy of the written directions. Check for understanding by inviting students to rephrase directions in their own words. Keep the display of directions visible throughout the activity.
Supports accessibility for: Memory; Organization
Conversing
: This activity uses MLR4 Information Gap to give students a purpose for discussing information necessary to dilate a polygon on a coordinate grid. Display questions or question starters for students who need a starting point such as: “Can you tell me . . . (specific piece of information)”, and “Why do you need to know . . . (that piece of information)?”
Design Principle(s): Cultivate Conversation
Student Facing
Your teacher will give you either a
problem card
or a
data card
. Do not show or read your card to your partner.
If your teacher gives you the
problem card
:
Silently read your card and think about what information you need to be able to answer the question.
Ask your partner for the specific information that you need.
Explain how you are using the information to solve the problem.
Continue to ask questions until you have enough information to solve the problem.
Share the
problem card
and solve the problem independently.
Read the
data card
and discuss your reasoning.
If your teacher gives you the
data card
:
Silently read your card.
Ask your partner
“What specific information do you need?”
and wait for them to
ask
for information.
If your partner asks for information that is not on the card, do not do the calculations for them. Tell them you don’t have that information.
Before sharing the information, ask “
Why do you need that information?
” Listen to your partner’s reasoning and ask clarifying questions.
Read the
problem card
and solve the problem independently.
Share the
data card
and discuss your reasoning.
Pause here so your teacher can review your work. Ask your teacher for a new set of cards and repeat the activity, trading roles with your partner.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Triangle
\(EFG\)
was created by dilating triangle
\(ABC\)
using a scale factor of 2 and center
\(D\)
. Triangle
\(HIJ\)
was created by dilating triangle
\(ABC\)
using a scale factor of
\(\frac12\)
and center
\(D\)
.
[IMG]
What would the image of triangle
\(ABC\)
look like under a dilation with scale factor 0?
What would the image of the triangle look like under dilation with a scale factor of -1? If possible, draw it and label the vertices
\(A’\)
,
\(B’\)
, and
\(C’\)
. If it’s not possible, explain why not.
If possible, describe what happens to a shape if it is dilated with a negative scale factor. If dilating with a negative scale factor is not possible, explain why not.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
After students have completed their work, share the correct answers and ask students to discuss the process of solving the problems. Some guiding questions:
“Other than the answer, what information would have been nice to have?”
“How did using coordinates help in talking about the problem?”
“If this same problem had a figure on a grid without coordinates, how would you talk about the points?”
“What if there had been no grid at all? Would you still have been able to request or provide the needed information to perform the transformation?”
Highlight that coordinates allow us to unambiguously provide the location of a polygon’s vertices. In addition, reinforce the idea that in order to perform a dilation, we need to know the scale factor and the center of dilation. The coordinate grid again provides an efficient means to communicate the center of dilation.


aligns: no