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, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: im_task_000212_pos_0

4
standard_description: Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
problem_activity: Narrative
The purpose of this activity is for students to choose the center activity that will most help them build their fluency for addition and subtraction within 100. These two centers were introduced in previous units and focus on adding and subtracting within 100:
Five in a Row
Target Numbers
Required Materials
Materials to Gather
Materials from a previous activity
Materials from previous centers
Required Preparation
Each group of 2 needs access to the cards used in the previous activity.
Gather materials from previous centers:
Five in a Row, Stage 6
Target Numbers, Stages 3
–
5
Launch
Groups of 2
“Now you will choose from different center activities we learned. You may also choose to continue with Heads Up.”
Display the student page.
“Think about which activity you would like to do first.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
“Think about what center you would like to do now.”
30 seconds: quiet think time
Invite students to work at the center of their choice.
10 minutes: center work time
Student Facing
Choose a center.
Five in a Row
[IMG]
Target Numbers
[IMG]
Activity Synthesis
“What did you like about the activities you worked on today?”


aligns: yes