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: Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for products of 4 and 6 as they relate to products of 5. These understandings help students develop fluency and will be helpful later when students consider solutions for and solve two-step word problems.
When students use products of 5 to determine products of 4 by thinking of them as one fewer group or one fewer object in each group, or work from products of 5 to determine products of 6 by thinking of them as one more group or one more object in each group, they look for and make use of structure (MP7).
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(5 \times 7\)
\(4 \times 7\)
\(6 \times 7\)
\(4 \times 8\)
Student Response
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Activity Synthesis
“How does knowing
\(5\times7\)
help you find some of the other products?” (I can remove a group of 7 to find
\(4\times7\)
or add a group of 7 to find
\(6\times7\)
.)
Consider asking:
“Who can restate _____’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone approach the problem in a different way?”
“Does anyone want to add on to _____’s strategy?”


aligns: no