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: Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Narrative
In this activity, students reason about the relative size of decimals by locating them on a number line. As in a previous activity, they rely on their experience of locating fractions on a number line and the relationship of the decimal values relative to 0 and 1.
If desired and logistically feasible, consider carrying out the activity on a giant number line rather than on paper.
Stretch a long strip of tape across a wall, at least 8 or 10 feet long. Partition the tape into 12 equal intervals, using shorter pieces of tape as tick marks. Label the locations of 0 and 1.
Give each group of students 2–3 dot stickers, 4–5 sticky notes, and a thick marker.
Ask each group to write (on sticky notes) labels for two of the tick marks, with one sticky note for each label.
Assign each group one or two of the eight decimals in the second problem. Ask them to locate their assigned decimals on the number line, using dot stickers to mark the location and sticky notes to label them.
Action and Expression: Internalize Executive Functions.
Synthesis: Invite students to plan a strategy, including the tools they will use, for the first two steps of the activity. If time allows, invite students to share their plan with a partner before they begin.
Supports accessibility for: Organization, Social-Emotional Functioning
Launch
Groups of 3–4
Activity
If creating a giant number line, lead the activity as outlined in the Activity Narrative. Otherwise, ask students to work with their group on the first two problems.
Pause and discuss:
how students knew where to put each decimal
how the number line could help us see the least and greatest
“Take a few quiet minutes to complete the rest of the activity.”
5–6 minutes: independent work time
Student Facing
Label each tick mark on the number line with the number it represents.
[IMG]
Here are eight numbers.
0.10
0.40
0.80
1.10
0.15
0.45
0.75
1.05
Locate and label each number on the number line.
Which number is greatest? Which is least? Explain how the number line can help determine the greatest and least numbers.
Locate and label these numbers on the number line.
0.24
0.96
0.61
1.12
0.08
[IMG]
Use two numbers from the previous questions to complete each comparison statement so that it is true.
________ is greater than _______.
________ is less than _______.
________ is the greatest number.
Student Response
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Advancing Student Thinking
Students may be unsure whether to label the tick marks between 0 and 1 in terms of tenths or hundredths, or whether to use fraction or decimal notation. Consider asking: “What labels might be helpful for locating the decimals in the activity?”
Activity Synthesis
Select students to display their completed number lines (showing the locations of five additional decimals).
Invite the class to agree or disagree with the locations of the point and discuss any disagreements.
Select other students to share their comparison statements and how they know each statement is true.


correct_option_index: 1