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: Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.

Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.

Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.
problem_activity: Activity
In this activity students build off the specific calculations from the previous lesson to generalize the perimeter of a polygon inscribed in a circle of radius 1. The relatively unstructured presentation of this activity is purposeful. Students work with their groups to determine what information they need, how to calculate in the specific cases, and how they can express those repeated procedures in a generalized formula (MP8). Monitor for groups who have generalized any part of the process.
Digital
Launch
Encourage students to refer to the examples from the previous lesson as they work to generalize.
Action and Expression: Internalize Executive Functions.
Chunk this task into manageable parts for students who benefit from support with organizational skills in problem solving. Check in with students after the first 2–3 minutes of work time. Look for students who are struggling to begin and review examples from the previous lesson. Record their thinking on a display and keep the work visible as students continue to work.
Supports accessibility for: Organization; Attention
Student Facing
The applet shows a regular
\(n\)
-sided polygon inscribed in a circle.
Come up with a general formula for the perimeter of the polygon in terms of
\(n\)
.  Explain or show your reasoning.
Student Response
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Print
Launch
Encourage students to refer to the examples from the previous lesson as they work to generalize.
Action and Expression: Internalize Executive Functions.
Chunk this task into manageable parts for students who benefit from support with organizational skills in problem solving. Check in with students after the first 2–3 minutes of work time. Look for students who are struggling to begin and review examples from the previous lesson. Record their thinking on a display and keep the work visible as students continue to work.
Supports accessibility for: Organization; Attention
Student Facing
Here is one part of a regular
\(n\)
-sided polygon inscribed in a circle of radius 1.
Come up with a general formula for the perimeter of the polygon in terms of
\(n\)
.  Explain or show your reasoning.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
If students are struggling invite them to go back to the problems from the previous lesson to generalize the process. (Draw in the altitude. Find the measure of the central angle. Find the length of the opposite leg.) Suggest students generalize each step before trying to write a single formula.
Activity Synthesis
Invite previously selected groups to share one step at a time:
generalize the angle measure
generalize the segment length
extend to the whole perimeter
Invite another student to summarize by explaining where each piece of
\(P=2n \boldcdot \sin \left( \frac{360}{2n} \right)\)
appears in the diagram.
Representing, Conversing: MLR7 Compare and Connect.
Use this routine to prepare students for the whole-class discussion. At the appropriate time, invite students to create a visual display showing their general formula for the perimeter of the polygon in terms of
\(n\)
and their reasoning. Allow students time to quietly circulate and analyze the formulas and reasoning in at least 2 other displays in the room. Give students quiet think time to consider what is the same and what is different. Next, ask students to find a partner to discuss what they noticed. Listen for and amplify observations that highlight what information each group used, any calculations they completed, and how they expressed those procedures in a generalized formula.
Design Principle(s): Optimize output (for generalization); Cultivate conversation


correct_option_index: 1