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: Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
problem_activity: Narrative
The purpose of this activity is for students to use given information to ask and answer different questions. Students may ask Put Together or Compare problems using the given information. A representation of the information is also provided. This representation is a precursor to the tape diagrams students will use to represent and solve Compare problems in grade 2.
When students recognize the mathematical features of things in the real world and ask questions that arise from a presented situation, they model with mathematics (MP4).
MLR2 Collect and Display.
Circulate, listen for and collect the language students use as they create questions to match each task statement. On a visible display, record comparison words and phrases such as: more than, less than, how many fewer, and how many more. Invite students to borrow language from the display as needed, and update it throughout the lesson.
Advances: Conversing, Reading
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Launch
Groups of 2
Give each group access to connecting cubes in towers or 10 and singles.
Activity
Read the task statement.
15 minutes: partner work time
Monitor for students who can explain how the representation helps them answer the question they asked.
Student Facing
Write and answer 2 questions using the information.
Use the picture for the first one if it is helpful.
Diego went on 7 rides.
Priya went on 11 rides.
[IMG]
Jada went on 3 rides.
Kiran went on 6 rides.
Noah went on 9 rides.
Student Response
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Activity Synthesis
Display the representation in the student book.
Invite previously identified students to share their question and how the representation helps them find the answer to the question.


aligns: no