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: Fluently multiply multi-digit whole numbers using the standard algorithm.
problem_activity: Narrative
The purpose of this True or False is for students to demonstrate the strategies and understandings they have for dividing by powers of 10. In this lesson they will convert from a smaller metric unit to a larger unit which means dividing by an appropriate power of 10. The problems here are selected so that students can begin to see how the value of the digits in a number change when that number is divided by 100 or 1,000.
Launch
Display one equation.
“Give me a signal when you know whether the equation is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each equation.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\(5 \div 1,\!000 = 0.05\)
\(36 \div 100 = 0.36\)
\(1,\!328 \div 1,\!000 = 1.328\)
Student Response
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Activity Synthesis
“How did you find the value of
\(1,\!328 \div 1,\!000\)
?” (I thought of it as 1,328 thousandths and then wrote that as a decimal.)


aligns: no