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: Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to write three-digit numbers as the sum of the value of each digit,
expanded form
. Students connect the order and values of the addends in expanded form to the order and value of each place in a three-digit number. Use expanded form and its definition interchangeably throughout the activity so that students feel comfortable with the new vocabulary. When students represent numbers as sums by place value, they interpret the three-digit numbers in terms of its digits and the operation of addition (MP7).
MLR8 Discussion Supports.
Provide all students with an opportunity to produce mathematical language by inviting students to chorally repeat “expanded form” in unison 1–2 times.
Advances: Speaking
Required Materials
Materials to Gather
Base-ten blocks
Launch
Groups of 2
Display Andre, Tyler, and Mai’s situation and the image of their blocks.
“What would the expression look like?”
1 minute: independent work time
1 minutes: partner discussion
Share responses.
Display 357 and
\(300 + 50 + 7\)
.
“We can represent the value of the blocks by writing a three-digit number.”
“A number can also be represented as a sum of the value of each of its digits. This is called
expanded form
.”
“Like a three-digit number, expanded form shows the sum starting with the place that has the greatest value on the left to the place with the least value on the right.”
As needed, discuss reasons why any expressions generated in the launch would or would not be examples of expanded form.
Activity
“Now you will practice writing the value of the base-ten diagrams in expanded form and as a three-digit number.”
7 minutes: partner work time
Student Facing
Andre has 3 hundreds. Tyler has 5 tens. Mai has 7 ones. They want to represent the amount they have using an equation.
[IMG]
Write an expression to represent the sum of their values.
__________ + __________ + __________
Write the total value as a three-digit number:
_______________
Write each number as the sum of hundreds, tens, and ones, and as a three-digit number.
[IMG]
Expanded form: _________________________
Three-digit number: _________________________
[IMG]
Expanded form: _________________________
Three-digit number: _________________________
[IMG]
Expanded form: _________________________
Three-digit number: _________________________
[IMG]
Expanded form: _________________________
Three-digit number: _________________________
Student Response
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Activity Synthesis
“What is the value of
\(40 + 100 + 3\)
? Explain how you know.” (143. I saw there was 1 hundred, 4 tens, and 3 ones. I just rearranged it in my head like expanded form.)
“We know we can rearrange the addends to add in any order when we find the value of a sum. When a number is written in expanded form the values are written in place value order.”
“How would we write 143 in expanded form?” (
\(100 + 40 + 3\)
)


aligns: no