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: 
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.

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: Interpret multiplication as scaling (resizing), by:
- Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
- Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
problem_activity: Optional activity
In this optional activity, students use colored pencils (or pens or highlighters) to label the radius and height on different pictures of cylinders. Then they sketch their own cylinders and label the radius and heights of those. The purpose of this activity is for students to practice identifying the radius and height of various cylinders, some of which are in context.
This activity can also be abbreviated if students demonstrate prior understanding of how to draw or label cylinders and only need a brief refresh.
Launch
Distribute colored pencils. Give students 1–2 minutes of quiet work time followed by a whole-class discussion.
Student Facing
For cylinders A–D, sketch a radius and the height. Label the radius with an
\(r\)
and the height with an
\(h\)
.
[IMG]
Earlier you learned how to sketch a cylinder. Sketch cylinders for E and F and label each one’s radius and height.
Student Response
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for free access to Student Response.
Anticipated Misconceptions
In diagrams D and E, some students might mistake the diameter for the height of the cylinder. Some students may mark a height taller than the cylinder due to the tilt of the figure.
Activity Synthesis
Select students to share where they marked the radius and height and the cylinders sketched for images E and F. Discuss examples of other cylinders students see in real life.
Speaking, Listening: MLR3 Clarify, Critique, Correct.
Present an incorrect drawing that reflects a possible misunderstanding from the class about the height of a cylinder. For example, draw a cylinder with the diameter incorrectly placed at its height and the height at its diameter. Prompt students to identify the error, (e.g., ask, “Do you agree with the representation? Why or why not?”), correct the representation, and write feedback to the author explaining the error. This helps students develop an understanding and make sense of identifying the heights of differently-oriented cylinders.
Design Principle(s): Support sense-making; Maximize meta-awareness


aligns: no