few_shots: 
Example:
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.


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.

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: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
problem_activity: Optional activity
This optional activity gives students another opportunity to use what they have learned about all operations to model and solve a problem in a baking context. Students need to make sense of the problem and persevere in solving it (MP1).
Students may approach the problem in different ways (by drawing diagrams, making computations, reasoning verbally, etc.). Students may also choose different operations to obtain the information they need. For instance, instead of dividing by a fraction, they may perform repeated subtraction. Notice the different methods students use and identify strategies or explanations that should be shared with the class.
Launch
Consider arranging students in new groups of 2. Give students 7–8 minutes of quiet work time and then 1–2 minutes to discuss their response with their partner. Ask students to be prepared to explain their reasoning.
Conversing, Writing: MLR5 Co-craft Questions.
Use this routine to increase students' awareness of the language of mathematical questions. Display the problem about baking cookies, but withhold the final section that includes the question. Give students 2–3 minutes to write down any mathematical questions they have about the situation presented, then to share their questions with a partner. Circulate and listen for questions that involve combining fractional amounts of ingredients. Reveal the actual question and ask students to compare their questions with the original.  Listen for and amplify any questions involving the relationships between the two quantities in this task (number of cups of flour and number of cups of butter).
Design Principle(s): Cultivate conversation; Support sense-making
Student Facing
Mai, Kiran, and Clare are baking cookies together. They need
\(\frac 34\)
cup of flour and
\(\frac 13\)
cup of butter to make a batch of cookies. They each brought the ingredients they had at home.
Mai brought 2 cups of flour and
\(\frac 14\)
cup of butter.
Kiran brought 1 cup of flour and
\(\frac 12\)
cup of butter.
Clare brought
\(1\frac 14\)
cups of flour and
\(\frac34\)
cup of butter.
If the students have plenty of the other ingredients they need (sugar, salt, baking soda, etc.), how many whole batches of cookies can they make? Explain your reasoning.
Student Response
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Activity Synthesis
Consider combining every 2–3 groups of 2 students and having students discuss their responses and methods in larger groups of 4–6.
If time permits, reconvene as a class to highlight a couple of strategies and reflect on the effectiveness and efficiency of students’ strategies. For example, if some students performed repeated addition instead of multiplying (or repeated subtraction instead of dividing), ask if repeated addition (or subtraction) is always as efficient as multiplication (or division), or under what circumstances one method might be preferred over the other.


aligns: no