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

shot_info: im_task_000212_neg_0

4
standard_description: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
problem_activity: Narrative
The purpose of this activity is to analyze a clock showing a time when it can be difficult to tell the difference between the hour and the minute hand. This activity allows students to discuss how they know where the hands are placed when the time is to the hour.
Launch
Groups of 2
Display the clock in the first problem.
“Diego and Priya read the clock and got two different times.”
“Who is correct? How do you know?”
Activity
2 minutes: partner discussion
5 minutes: independent work time
Monitor for a student who says the hour hand is pointing to 6 and one who says that for 12:30 the hour hand should be between 12 and 1.
Student Facing
[IMG]
Diego says this clock shows 6:00.
Priya says the clock shows 12:30.
Who do you agree with? Why?
Synthesis:
[IMG]
[IMG]
Student Response
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Activity Synthesis
Invite previously identified students to share.
“Why do you think Priya got mixed up? What could you say to help her revise her thinking?” (Priya mixed up the minute and hour hands. I could remind her that the short hand is the hour and the long hand is the minute. I could remind her that if it was 12:30 the hour hand would have to be between two numbers.)
“On the blank clock, draw hands to show 12:30.”


aligns: no