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 and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)
problem_activity: Task
The fifth grade teachers are in charge of planning the annual Davis Elementary Fun Run.  The teachers decide that each adult should run $\frac{6}{4}$ as far as each student in grade 5 and each student in grade 1 should run $\frac{3}{4}$ as far as each student in grade 5.
Who has to run the longest distance?  Who has to run the shortest distance?  Explain your reasoning.
The fifth grade students decide that they should each run four laps around the track.  How many laps should each adult and each first grade student run?
Peyton, a fifth grader calculates that he will run a$\frac{1}{2}$ mile.  Write two multiplication equations involving $\frac{1}{2}$, one that shows how many miles each adult will run and one that shows how many miles each first grade student will run.
When Peyton showed the adults his calculations, some of them were confused. Some of the adults thought multiplication always makes a number larger, for example $2\times5$ is bigger than 5. When calculating the distance the first graders ran, Peyton used multiplication but got a smaller number. Explain why the product of 5 and another number is not always greater than 5, and write an example to help the adults understand.
Presley, another fifth grade student, wanted to write the distance she ran in eighths.  She noticed that you could write this equation: $\frac{4}{4}\times\frac{1}{2}$miles = $\frac{4}{8}$ miles.  Explain why in this case multiplying by $\frac{1}{2}$ results in a product that is neither larger nor smaller than $\frac{1}{2}$.


aligns: no