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: Experiment with transformations in the plane.

Understand congruence in terms of rigid motions.

Apply geometric concepts in modeling situations.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Reason with shapes and their attributes.

Prove theorems involving similarity.

Use coordinates to prove simple geometric theorems algebraically.

Make geometric constructions.

Analyze, compare, create, and compose shapes.

Translate between the geometric description and the equation for a conic section.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Explain volume formulas and use them to solve problems.

Classify two-dimensional figures into categories based on their properties.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Solve real-world and mathematical problems involving area, surface area, and volume.

Apply trigonometry to general triangles.

Understand and apply theorems about circles.

Define trigonometric ratios and solve problems involving right triangles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Prove geometric theorems.

Visualize relationships between two-dimensional and three-dimensional objects.

Find arc lengths and areas of sectors of circles.

Understand and apply the Pythagorean Theorem.

Understand similarity in terms of similarity transformations.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
problem_activity: Narrative
The purpose of this activity is for students to practice drawing and describing figures with points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.
Students draw two-dimensional figures and then describe it to their partner. Their partner attempts to draw the figure without seeing it, making it important to use precise language to communicate important features of the figure (MP6).
Representation: Develop Language and Symbols.
Provide students with access to definitions or reminders of recently learned terms, such as: ray, line segment, right angle, acute angle, obtuse angle, perpendicular lines, parallel lines.
Supports accessibility for: Memory, Conceptual Processing, Attention
Required Materials
Materials to Gather
Rulers or straightedges
Launch
Groups of 2
Activity
5 minutes: independent work time
8–10 minutes: partner work time
Monitor for diagrams that reflect a variety of geometric features.
Monitor for students who consider both geometric features and measurement in the description.
Student Facing
Create a two-dimensional shape that has at least 3 of the following:
ray
line segment
right angle
acute angle
obtuse angle
perpendicular lines
parallel lines
Without showing your partner, describe the figure so that your partner is able to draw it as best as possible.
Switch roles, and draw your partner’s shape based on their description.
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
Invite previously selected students to share.
“What would have helped your partner make a more accurate drawing?” (If I described the measure of the angle, measure of the line segment, the location, a grid, using a straight edge)


correct_option_index: 10