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.


Standard options: 
A. 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.
B. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
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: This task asks students to compare two fractions that are equal. The two fractions have different numerators and denominators (e.g. 1/4 and 3/12). The students need to explain why the two fractions are equal by drawing a picture, which involves using visual fraction models.
Answer: A, B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_000212

4
options: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
problem_activity: 1. A youth group has a yard sale to raise money for a charity. The group earns $800 but decides to put its money in the bank for a while. The group considers two different banks:
Cool Bank pays simple interest at a rate of 4%, and the youth group plans to leave the money in the bank for 3 years.
Hot Bank pays an interest rate of 3% compounded annually, and the youth group plans to leave the money in the bank for 5 years.
Write a function to represent the amount of money earned at each bank. Then determine how much money the youth group would earn in each situation.
2. If the youth group needs the money quickly, which is the better choice? Explain your reasoning.


correct_option_index: 1