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 place value understanding to round decimals to any place.

Read, write, and compare decimals to thousandths.

Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
problem_activity: Problem 1
Solve.
a.
$$380\div10=$$
________
b.
$$4,820 \times \frac{1}{10}=$$
________
Problem 2
Explain what happened to the value of the 8 in both problems in #1.


correct_option_index: 2

3