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, in json format:
{
  "explanation": "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: Interpret multiplication as scaling (resizing), by:
- Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
- Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)
problem_activity: Narrative
The purpose of this activity is for students to create rectangles from colored paper. Students make identical rectangles that have one side length that is a whole number and one side length that is a fraction greater than 1. Then, as a group they create one mosaic. It is not necessary for students to use all of the rectangle pieces. It is important that all students in each group measure their rectangles using the same unit, either inches or centimeters.
Action and Expression: Provide Access for Physical Action.
Provide access to pre-cut materials to reduce barriers for students who need support with fine motor skills and students who benefit from extra processing time.
Supports accessibility for: Fine Motor Skills, Organization, Visual-Spatial Processing
Required Materials
Materials to Gather
Colored paper
Glue
Rulers
Scissors
Required Preparation
Each student needs a few sheets of the same colored paper.
Each group of 4 needs a ruler, scissors, glue and one large piece of poster paper.
Launch
Groups of 4
Distribute materials. Make sure each student in the group gets a different color paper.
Activity
10 minutes: independent work time
5 minutes: group work time
Monitor for students who:
write numerical expressions to represent the area of the rectangles.
use a diagram or write on the physical rectangles.
Student Facing
Use the colored paper and scissors to cut identical rectangles. Make sure the measurement of one side of the rectangle is a whole number and the other is a fraction greater than 1.
What is the area of one of your rectangles? Show your reasoning.
Use the rectangles from your group to make a group mosaic by arranging some of the different colored rectangles on a blank piece of paper.
Student Response
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Activity Synthesis
Invite a few students to share and describe their mosaic.
“What are some questions we can ask about the mosaics?” (Which color rectangle did we use the most of? What are some other ways we can arrange the same pieces? What are some other pieces that can make the same pattern? How much would this cost if we actually made this using hard materials?)


correct_option_index: 2