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: 
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Answer: 
No. This task does not involve comparing decimals to hundredths. Instead, it involves fraction comparisons.

Now, assess whether the following problem or activity aligns with the provided description.

shot_info: im_task_000212_neg_0

4
standard_description: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
problem_activity: Task
Malik is using a cookbook to make a recipe, but he can not find his measuring cups! He has, however, found a tablespoon. Inside the back cover of the cookbook, it says that 1 cup = 16 tablespoons.
Explain how he could use the tablespoon to measure out the following ingredients:
2 cups of flour
½ cup sunflower seeds
1¼ cup of oatmeal
Malik also adds the following ingredients. How many cups of each did he add?
28 tablespoons of sugar
6 tablespoons of cocoa powder
Use of the following representations is optional:
[IMG]
| Tablespoons | 16 |   |   |   |   |   |   |
|-------------|----|---|---|---|---|---|---|
|    Cups     | 1  |   |   |   |   |   |   |


aligns: no