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: Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
problem_activity: Warm-up
This warm-up sets the stage for this lesson. Students are presented with the basic question of whether baths or showers use more water and they brainstorm information that might help them investigate the question.
Launch
"Some people take showers, some people take baths. There is disagreement over which one takes more water. What do you think?" Ask students to think for just a minute about whether they think a shower or a bath uses more water. (This is just to record their first instinct—they should not spend any time researching or calculating right now.) Poll the class and record the total for each category for all to see: "think a bath takes more water" and "think a shower takes more water."
Student Facing
Some people say that it uses more water to take a bath than a shower. Others disagree.
What information would you collect in order to answer the question?
Estimate some reasonable values for the things you suggest.
Student Response
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Activity Synthesis
Invite students to share their responses. Record and display their responses for all to see. If these quantities do not come up in conversation, ask students to discuss the ideas and provide reasonable estimates:
Time spent in the shower
Volume of the bath tub
Rate of water coming out of the shower head


aligns: no