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: Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x^(2) + y^(2))^(2) = (x^(2 )– y^(2))^(2) + (2xy)^(2 )can be used to generate Pythagorean triples.
problem_activity: Activity
Having just seen an example of the meaning of
\(a\)
and
\(b\)
in an exponential expression
\(a \boldcdot b^x\)
, students now focus on interpreting these numbers using graphs. They graph the equations from the previous task, noticing that
\(a\)
is the vertical intercept of the graph while the number
\(b\)
determines how quickly the graph grows (since in these cases
\(b>1\)
). A larger value of
\(b\)
corresponds to a more rapid rate of growth for the bacteria population. The axes for the graphs have been labeled here, but in future activities, students will have to think strategically about how to label the axes to most effectively plot the points.
Making graphing technology available gives students an opportunity to choose appropriate tools strategically (MP5).
Launch
Display the equations from the previous activity for all to see (if they are not already visible).
Conversing: MLR8 Discussion Supports.
Use this routine to help students describe the meaning of variables in exponential expressions. Arrange students in groups of 2. Invite Partner A to share their observations for the first graph and Partner B to share their observations for the second graph. Provide sentence frames such as “I can connect the equation to the graph by….” and “I notice that….” Invite the listener to press for additional details referring to features of the graphs, such as the vertical intercept, specific points, and the steepness of the curve. This will help students justify how features of the graph can be used to identify matching equations.
Design Principle(s): Support sense-making; Cultivate conversation
Student Facing
Refer back to your work in the table of the previous task. Use that information and the given coordinate planes to graph the following:
a. Graph
\((t,n)\)
when
\(t\)
is 0, 1, 2, 3, and 4.
[IMG]
b. Graph
\((t,p)\)
when
\(t\)
is 0, 1, 2, 3, and 4. (If you get stuck, you can create a table.)
[IMG]
On the graph of
\(n\)
, where can you see each number that appears in the equation?
On the graph of
\(p\)
, where can you see each number that appears in the equation?
Student Response
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Anticipated Misconceptions
Students may have trouble graphing the points, particularly finding the appropriate vertical (
\(n\)
or
\(p\)
) values. Ask them to find the coordinates of the grid points on the vertical axis and use that to estimate the vertical position of their points.
When calculating values by hand, many students may mistakenly write an expression like
\(100 \boldcdot 3^2\)
as
\(300^2\)
. Remind them that the expression
\(100 \boldcdot 3^2\)
means
\(100 \boldcdot 3 \boldcdot 3\)
.
Activity Synthesis
Make sure students recognize two key takeaways from this activity:
The vertical intercept of the graph is the initial bacteria population size. It is the size of the population when first measured, or when
\(t\)
, the number of hours since measurement, is 0.
The growth factor of the populations is represented by how quickly the graph increases.


aligns: no