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: Understand the relationship between numbers and quantities; connect counting to cardinality.
problem_activity: Narrative
The purpose of this How Many Do You See is for students to begin recognizing quantities represented on fingers without having to count. In this warm-up, students see numbers greater than 5, requiring 2 hands to represent. Students show the number with their fingers before answering, “How many do you see?" At this point, some students may still need to count, however with repeated exposure to quantities represented with fingers, they will begin to recognize numbers 1–10. As students make use of the structure of 5 fingers on each hand (MP7), they look for and express regularity in repeated reasoning through subitizing (MP8).
Launch
Groups of 2.
“How many do you see? How do you see them?”
Display 5 fingers.
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Activity
“Discuss your thinking with your partner.”
30 seconds: partner discussion
Share responses.
“Use your fingers to show how many there are.”
Repeat with 6 fingers and 7 fingers.
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Student Response
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Activity Synthesis
“Work with your partner. One person show 6 with your fingers. One person show 7 with your fingers.”
“Who is holding up fewer fingers? How do you know?” (The person with 6 fingers up is holding up fewer fingers. There is only 1 finger up on the extra hand.)
“6 is less than 7.”


aligns: yes