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: Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends.
problem_activity: Narrative
The purpose of this True or False is to elicit strategies students have for reasoning about place value to determine if an equation is true or false. The reasoning students do here helps to deepen their understanding of using strategies based on place value. It will also be helpful later when students reason about how to reach 100 from a given number using the number line.
Launch
Display one statement.
“Give me a signal when you know whether the statement is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each statement.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\(28 + 2 + 20 = 50\)
\(16 + 3 + 30 = 50\)
\(36 + 4 + 20 = 50\)
Student Response
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Activity Synthesis
“How can you explain your answer to the last statement without finding the sum of all three addends?” (I could add 36 and 20 and see that it’s more than 56. I could add 36 and 4 to get 40. I know I would need 10 more to get to 50 and I see more than 10 left to add.)


aligns: no