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: Use place value understanding to round decimals to any place.
problem_activity: Narrative
The purpose of this activity is for students to relate multiplying a non-unit fraction by a whole number to multiplying a unit fraction by the same whole number. After finding the value of
\(\frac{1}{5} \times 3\)
in a way that makes sense to them, they then consider the value of the products
\(\frac{2}{5} \times 3\)
and
\(\frac{3}{5} \times 3\)
. In the synthesis students address how they can use the value of
\(\frac{1}{5} \times 3\)
to find the value other expressions.
Launch
Groups of 2
Activity
8 minutes: independent work time
Monitor for students who:
draw a diagram
use division to solve
recognize a relationship between
\(\frac{1}{5}\times3\)
,
\(\frac{2}{5}\times3\)
, and
\(\frac{3}{5}\times3\)
.
Student Facing
Find the value of each expression. Explain or show your reasoning. Draw a diagram if it is helpful.
\(\frac{1}{5} \times 3\)
\(\frac{2}{5} \times 3\)
\(\frac{3}{5} \times 3\)
Student Response
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Activity Synthesis
Ask previously selected students to share their solutions.
Display:
\(\frac{1}{5} \times 3\)
,
\(\frac{2}{5} \times 3\)
,
\(\frac{3}{5} \times 3\)
“How are the expressions the same?” (They all have a 3. They all have some fifths and there is a product.)
“How are the expressions different?” (The number of fifths is different. There is 1 and then 2 and then 3.)
“How can you use the value of
\(\frac{1}{5} \times 3\)
to help find the value of
\(\frac{2}{5} \times 3\)
?” (I can just double the result because it’s
\(\frac{2}{5}\)
instead of
\(\frac{1}{5}\)
.)
“What about
\(\frac{3}{5} \times 3\)
?” (That’s just another
\(\frac{1}{5} \times 3\)
.)
Display diagram from student solution or a student generated diagram like it.
“How does the diagram show
\(\frac{1}{5} \times 3\)
?” (There is 3 total and
\(\frac{1}{5}\)
of it is shaded.)
Display:
\(\frac{2}{5} \times 3\)
.
“How could you adapt the diagram to show
\(\frac{2}{5} \times 3\)
?” (I could fill in 2 of the fifths in each whole instead of 1.)
“In the next activity we will study a diagram for
\(\frac{2}{5} \times 3\)
more.”


aligns: no