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: Define appropriate quantities for the purpose of descriptive modeling.
problem_activity: Warm-up
The purpose of this warm-up is for students to use their intuition to think about the upcoming unit on probability. In particular, students guess what type of fish might be caught after knowing the results of the previous 10 fish caught. Although no answer can be given with absolute certainty, the results being heavily skewed towards one type of fish should lead students to the idea that it is more likely to be the most commonly caught fish will be caught again.
Launch
It may be helpful to explain that there are many types of fish that are caught while fishing for fun or sport. The two types listed in this warm-up, bluegill and yellow perch, are typically found in lakes and caught with the same type of bait. Both of these types of fish are suitable for eating after being caught or release back into the water.
Student Facing
Andre and his dad have been fishing for 2 hours. In that time, they have caught 9 bluegills and 1 yellow perch.
The next time Andre gets a bite, what kind of fish do you think it will be? Explain your reasoning.
Student Response
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Activity Synthesis
The purpose of the discussion is to show students that no single answer can be certain for this problem, but previous results can help inform the likelihood of future outcomes.
Poll the class regarding the type of fish they think will be caught next. Begin by asking for students who think the next fish caught will be a bluegill followed by students who think the next fish caught will be a yellow perch followed by students who think that another type of fish will be caught (or that they will not catch another fish). Display the results from the poll for all to see. Following the poll, ask at least one student representing each group with more than 1 vote for their reasoning. Tell students that we cannot know for certain what the next type of fish will be, but based on the results we have available, it is most likely that a bluegill will be caught next.


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