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: Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
problem_activity: Problem 1
Quiana measures the width of her doorway entrance using a measuring tape. She measures the width as 33 inches. She later finds a better tape measure that measures to the nearest half of an inch. After re-measuring, she determines that the actual measure of the doorway is 32 ½ inches.
a.   What is the amount of error from using the first measuring tape?
b.   What is the error as a percentage of the actual width?
Problem 2
Paul and Kimberly both estimate the weight of their dogs before bringing them to the vet. The table below shows each of their estimates along with the actual weights of the dogs from the vet’s office.
|                | **           Estimate (lbs.)          ** | **           Actual (lbs.)          ** |
|----------------|------------------------------------------|----------------------------------------|
|   Paul's dog   |                    10                    |                  11.5                  |
| Kimberly's dog |                    84                    |                  82.5                  |
Paul notices that both his and Kimberly’s estimates were only 1.5 pounds off from the actual weights. Paul says that means his estimate was as good as Kimberly’s estimate.
Do you agree with Paul? Find the percent error for each person’s guess of their dog’s weight, and use it in your answer.
Problem 3
In science class, Justine measured a rock sample and found it to be 15 grams. Her teacher told her that the scale is off and the actual weight is 0.3 grams more than her measurement.
What is the percent error? Give your answer to the nearest percent.


aligns: yes