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: Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Recognize and represent proportional relationships between quantities.
problem_activity: Activity
This activity continues work done in the previous lesson that connected various representations of proportional relationships including images, equations, and descriptions. In this activity students match diagrams, descriptions, and equations that represent a proportional relationship, involving variables
\(x\)
and
\(y\)
. Students then create their own diagram to represent an equation.
Identify students that create diagrams representing each of the unmatched equations, so they can share their work during the discussion.
Launch
Give students 7–10 minutes of quiet think time on the questions. Follow with whole-class discussion.
Representation: Internalize Comprehension.
Begin the activity with concrete or familiar contexts. For example, display a tape diagram with concrete values for
\(x\)
and
\(y\)
such as 20 and 15 respectively. Ask students “How much did 20 decrease by to get to 15?” Highlight the connections between the concrete and abstract tape diagrams. In the concrete tape diagram, 20 decreased by
\(\frac{1}{4}\)
to get 15. In the abstract tape diagram,
\(x\)
also decreased by
\(\frac{1}{4}\)
to get
\(y\)
.
Supports accessibility for: Conceptual processing; Memory
Student Facing
Match each diagram with a description and an equation.
Diagrams:
[IMG]
Descriptions:
An increase by
\(\frac14\)
An increase by
\(\frac13\)
An increase by
\(\frac23\)
A decrease by
\(\frac15\)
A decrease by
\(\frac14\)
Equations:
\(y=1.\overline{6}x\)
\(y=1.\overline{3}x\)
\(y=0.75x\)
\(y=0.4x\)
\(y=1.25x\)
Draw a diagram for one of the unmatched equations.
Student Response
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Activity Synthesis
Ask previously identified students to share their diagrams and explain how they represent the equation they chose. Then, ask students that did not share their diagrams to explain whether
\(x\)
(or
\(y\)
) is increased or decreased by some amount in the discussed equations.
Representing, Writing: MLR3 Clarify, Critique, Correct.
Present an incorrect diagram to represent one of the unused equations that reflects a possible misunderstanding from the class. For example, for the equation
\(y=0.75x\)
, draw a diagram where
\(y\)
is greater than
\(x\)
. Prompt students to identify the error, and then write a correct diagram to represent the equation. This will support students to understand the relationship between equations and diagrams.
Design Principle(s): Maximize meta-awareness


correct_option_index: 2