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:
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: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

Understand the relationship between numbers and quantities; connect counting to cardinality.
problem_activity: Narrative
The purpose of this activity is to build towers with solid shapes and count how many solid shapes are in the tower. Students will need to think strategically about which shapes to use and their properties. For stacking shapes, it is important to have flat faces. Students may notice that spheres can not be used to build towers. Pyramids and cones can be used as the top of the tower, but nothing can be stacked on top of them. The purpose of the activity synthesis is to discuss the attributes of shapes and why students chose the shapes they did to build their towers.
MLR8 Discussion Supports.
During group work, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Original speakers can agree or clarify for their partner.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Geoblocks
Solid shapes
Launch
Groups of 2
Give students access to solid shapes and geoblocks.
“Use solid shapes to make the tallest tower you can.”
3 minutes: independent work time
Activity
“Compare with your partner. How are your towers the same? How are they different?” (Sample response: We both used a lot of cubes. My tower has a point on top. My partner’s tower is taller.)
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
“Write a number to show how many solid shapes you used in your tower.”
2 minutes: independent work time
“Did you or your partner use more solid shapes in their tower?”
30 seconds: quiet think time
1 minute: partner discussion
Share responses.
Student Facing
How many solid shapes did you use in your tower?
_______________
Activity Synthesis
Invite students to share their towers.
“What shapes did ____ use?” (There are some cubes and a pyramid on top.)
“How many shapes did ___ use?” (4)
“Did you use a sphere in your tower? Why?” (No. I could not put anything on top of it because it’s round. It rolled away because it’s round.)
“Did you use a cone in your tower?” (It worked at the very top but I could not put anything on top of the cone.)


correct_option_index: 0