few_shots: 
Example:
Concept/skill: 
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.

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: 
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, 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_pos_0

4
standard_description: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
problem_activity: Task
When Marcus started high school, his grandmother opened a college savings account. On the first day of each school year she deposited money into the account:  \$1000 in his freshmen year, \$600 in his sophomore year, \$1100 in his junior year and \$900 in his senior year. The account earns interest of $r\%$ at the end of each year. When Marcus starts college after four years, he gets the balance of the savings account plus an extra \$500.
If $r$ is the annual interest rate of the bank account, the at the end of the year the balance in the account is multiplied by a growth factor of $x=1+r$. Find an expression for the total amount of money Marcus receives from his grandmother as a function of this annual growth factor $x.$
Suppose that altogether he receives \$4400 from his grandmother.  Use appropriate technology to find the interest rate that the bank account earned.
How much total interest did the bank account earn over the four years?
Suppose the bank account had been opened when Marcus started Kindergarten. Describe how the expression for the amount of money at the start of college would change. Give an example of what it might look like.


aligns: no