few_shots: 
Example:
Concept/skill: 
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.

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.


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

Now, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: im_task_000212_neg_0

4
standard_description: Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.
problem_activity: Find the roots by factoring each of the following quadratic equations.
Additionally, for each equation, identify:
If the function has symmetry around the
y
-axis
If the root is a double root and the same as the vertex
The
y
-intercept
The vertex
a.
$${3x^2-27=0}$$
b.
$${2x^2+7x-15=0}$$
c.
$${4x^2-10x+25=0}$$


aligns: yes