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 multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
problem_activity: Problem 1
Act 1: Watch the video
The Orange (Act-1)
.
a.   What do you notice? What do you wonder?
b.   How many linking cubes will it take to even out the balance scale? Make an estimate.
Problem 2
Act 2: Use the following information to determine how many cubes it will take until the balance is level with the orange -
[IMG]
[IMG]
Problem 3
Act 3: Watch
The Orange (Act-3)
. Was your answer reasonable? Why or why not?
Problem 4
Act 4 (the sequel):
a.   Jessica puts 28 grams of pinto beans and 36 grams of rice into a pot to make rice and beans. What is the total mass of the rice and beans?
b.   Lindsey bought 845 grams of potatoes at the grocery store. She uses some of them to make mashed potatoes. She now has 392 grams of potatoes left. How many grams of potatoes did Lindsey use to make the mashed potatoes?
c.   Jerry buys 6 bags of groceries. Each bag has a mass of 4 kilograms. What is the total mass, in kilograms, of Jerry’s grocery bags?


aligns: no