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: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Problem 1
Use the fact that 221 ÷ 17 = 13 to solve the following.
22.1 ÷ 17
2.21 ÷ 17
221 ÷ 1.7
221 ÷ 0.17
22.1 ÷ 1.7
2.21 ÷ 0.17
How did you determine where the decimal point would be in the quotients in Part (a) above? Why does that make sense?
Problem 2
Solve. Show or explain your work.
51 ÷ 6
45.2 ÷ 5
3.7 ÷ 20
14.04 ÷ 52
0.9 ÷ 0.25
27.54 ÷ 3.4


aligns: yes