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.


Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Your response:
Thought: In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.
Answer: B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Reason quantitatively and use units to solve problems.

Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Represent and model with vector quantities.

Perform arithmetic operations with complex numbers.

Represent complex numbers and their operations on the complex plane.

Use properties of rational and irrational numbers.

Use complex numbers in polynomial identities and equations.

Extend the properties of exponents to rational exponents.

Apply and extend previous understandings of numbers to the system of rational numbers.

Perform operations on vectors.

Perform operations on matrices and use matrices in applications.

Compute fluently with multi-digit numbers and find common factors and multiples.

Know that there are numbers that are not rational, and approximate them by rational numbers.
problem_activity: Activity
Students first encountered irrational numbers at the start of this unit as a way to denote the side lengths of squares. They also spent time attempting to find a number of the form
\(\frac{a}{b}\)
, where
\(a\)
and
\(b\)
are integers, that is equal to
\(\sqrt{2}\)
only to have it revealed that
\(\sqrt{2}\)
is irrational. Now that students have recently done a lot of thinking about decimal representations of rational numbers and how to convert the infinitely repeating decimal representation of a number into a fraction representation, we revisit irrationals to further the point that no such fraction representation exists for these numbers. For many irrationals, long division doesn't work as a tool to calculate a decimal approximation because there are no two integers to divide. It can be said that a square of area 2 has a side length of
\(\sqrt{2}\)
or that
\(\sqrt{2}\)
is a number that, when squared, has a value of 2 (with
\(\text-\sqrt{2}\)
being the other number). All this means is that different methods to approximate the value need to be discussed.
In this activity, students will approximate the value of
\(\sqrt{2}\)
using successive approximation and discuss how they might figure out a value for
\(\pi\)
using measurements of circles. Students will also plot these values on number lines accurately to the thousandth place to reinforce the idea that irrational numbers are numbers. Therefore, irrational numbers have a place on the number line even if they cannot be written as a fraction of integers.
Launch
Calculators are okay, but students should not use the root button or the
\(\pi\)
button. Before beginning, remind students that we have previously found decimal representations for fractions, and that knowing these representations made it easier to plot numbers on a number line. Today we are going to do the same thing with irrational numbers. Ask students “Earlier, we used long division to find decimal representations of numbers. Why can't we do that today with irrational numbers?” (Irrational numbers are ones that cannot be written as fractions.)
Follow work time with a whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organizational skills in problem solving. For example, present one question at a time and monitor students to ensure they are making progress throughout the activity.
Supports accessibility for: Organization; Attention
Student Facing
Why is
\(\sqrt{2}\)
between 1 and 2 on the number line?
Why is
\(\sqrt{2}\)
between 1.4 and 1.5 on the number line?
How can you figure out an approximation for
\(\sqrt{2}\)
accurate to 3 decimal places?
Label all of the tick marks. Plot
\(\sqrt{2}\)
on all three number lines. Make sure to add arrows from the second to the third number lines.
[IMG]
Elena notices a beaker in science class says it has a diameter of 9 cm and measures its circumference to be 28.3 cm. What value do you get for
\(\pi\)
using these values and the equation for circumference,
\(C=2\pi r\)
?
Diego learned that one of the space shuttle fuel tanks had a diameter of 840 cm and a circumference of 2,639 cm. What value do you get for
\(\pi\)
using these values and the equation for circumference,
\(C=2\pi r\)
?
Label all of the tick marks on the number lines. Use a calculator to get a very accurate approximation of
\(\pi\)
and plot that number on all three number lines.
[IMG]
How can you explain the differences between these calculations of
\(\pi\)
?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
The purpose of this discussion is to deepen students understanding that irrational numbers are not fractions. As such, their values are approximated using different methods than for rational numbers. Begin the discussion by asking:
“How long do you think you could keep using the method in the first problem to find more digits of the decimal representation of
\(\sqrt{2}\)
?” (My calculator only shows 9 digits to the left of the decimal, so that's as far as I could go.)
“Would this method work for any root?” (Yes, I could find the two perfect squares the square of the root is between and then start approximating the value of the root from there.)
Tell students that what they did in the first problem is a strategy called “successive approximation.” It takes time, but successive approximation works for finding more and more precise approximations of irrational numbers so long as you have a clear value to check against. In the case of
\(\sqrt{2}\)
, since
\(\sqrt{2}^2=2\)
, there was a clear value to test approximations against whether they are too high or too low.
Lastly, select 2–3 students to share their response to the last part of the second problem. Make sure students understand that since measuring has limitations of accuracy, any calculation of
\(\pi\)
using measurement, such as with the beaker and the fuel tank, will have its own accuracy limited.
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion when students to share their response to the last part of the second problem. Call on students to use mathematical language to restate and/or revoice the strategy (or strategies) presented. Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students' attention to any words or phrases that helped to clarify the original statement. This will provide more students with additional opportunities to speak and describe the differences between calculations of
\(\pi\)
.
Design Principle(s): Support sense-making; Maximize meta-awareness


correct_option_index: 13