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: Understand place value.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to add and subtract.

Work with numbers 11–19 to gain foundations for place value.

Understand the place value system.

Extend the counting sequence.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
In this activity, students analyze addition and subtraction calculations, identify errors, and explain what makes certain ways of calculating problematic. The work here gives students opportunities to construct logical arguments and critique the reasoning of others (MP3).
MLR8 Discussion Supports.
During group work, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Display the sentence frame: “I heard you say . . . .” Original speakers can agree or clarify for their partner.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Grid paper
Launch
Groups of 2
Display the first problem.
2 minutes: quiet think time
2–3 minutes: partner discussion
Activity
5 minutes: independent work time to complete the second problem.
2 minutes: partner discussion
Monitor for students who describe the errors using place value language and an understanding of how and when to decompose a unit.
Student Facing
Kiran is trying to find the sum of 204,500 and 695. He isn’t sure how to set up the calculation so he wrote down two ideas. Which way is correct? Be ready to share your thinking with your partner.
A
[IMG]
B
[IMG]
Lin made some errors when subtracting 4,325 from 61,870. Identify as many errors as you can find. Then, show the correct way to subtract.
[IMG]
Student Response
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Advancing Student Thinking
If students have trouble making sense of Lin's work, encourage them to find the difference and then compare their work to Lin's.
Activity Synthesis
Select 2–3 students to share their responses and reasoning.
Record responses as students share.
“What are some errors that are commonly done when subtracting two numbers using the standard algorithm?” (Subtracting without lining up the numbers by place value. Using the notation of regrouping without decomposing a unit. Crossing out digits without including them in the regrouping. Subtracting from left to right without decomposing units.)
“What ideas do you have for avoiding those errors?” (Use grid paper to line up the digits by place value. Decompose the unit before regrouping. Check answers using addition.)


correct_option_index: 8