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: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
problem_activity: Activity
The purpose of this activity is for students to apply the formula for area of a circle to solve a problem in context. The diameter of the circle is given, so students must first determine the radius.
Launch
Display this image of table top for all to see. Ask students, “What do you notice? What do  you wonder?”
[IMG]
Quiet work time followed by a whole-class discussion.
Student Facing
Elena wants to tile the top of a circular table. The diameter of the table top is 28 inches. What is its area?
Student Response
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Student Facing
Are you ready for more?
A box contains 20 square tiles that are 2 inches on each side. How many boxes of tiles will Elena need to tile the table?
Student Response
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click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students may square the diameter, forgetting that they need to determine the radius first.
Activity Synthesis
Invite students to share their strategies for finding the area of the tabletop. After 3 students have shared their strategies, ask the class what formula all of the students used for finding the area of a circle. Record and display this formula,
\(A = \pi r^2\)
, for all to see. Here,
\(A\)
is the area of the circle, and
\(r\)
is the radius of the circle.
Engagement: Develop Effort and Persistence.
Encourage and support opportunities for peer interactions. Prior to the whole-class discussion, invite students to share their work with a partner. Display sentence frames to support student conversation such as: “First, I _____ because….”, “I noticed _____ so I….”, “Why did you...?”, and “I agree/disagree because….”
Supports accessibility for: Language; Social-emotional skills


aligns: no