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: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
problem_activity: Narrative
The purpose of this activity is for students to analyze their completed food waste journals. Students begin the activity by sharing their food journal with a partner and discuss a few things they notice. Then they use the data from the journal and their experience with multiplying and dividing large numbers in this unit to estimate how much food waste they might produce in a month and in a year. They compare those results to the national average and discuss some possible reasons for the difference.
Launch
Groups of 2
“Share your food waste journal with a partner. As you look over your journals, what do you notice?”
“What is the same? What is different?”
Activity
10 minutes: independent work time
2 minutes: partner discussion
Student Facing
Use your food waste journal to answer the questions. Be prepared to share.
How many pounds of food waste did you or your family produce in a week?
If you produce about the same food waste each week as recorded in the food waste journal, how much would you produce in a month? In a year?
The average person produces 219 pounds of food waste per year in the United States. With your partner, discuss reasons for the differences between your data and the national average.
Student Response
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Activity Synthesis
See lesson synthesis


aligns: no