few_shots: Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Mathematical concept/skill options: 
A. Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
C. Use equivalent fractions as a strategy to add and subtract fractions.
D. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
E. Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
F. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
F

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000157

3
options: Perform operations with multi-digit whole numbers and with decimals to hundredths.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Understand place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Work with numbers 11–19 to gain foundations for place value.

Extend the counting sequence.

Use place value understanding and properties of operations to add and subtract.

Understand the place value system.
problem_activity: Narrative
The purpose of this activity is for students to facilitate the Estimation Exploration they created in the previous activity for another group in the class. Each group should be paired with another group and they will take turns facilitating their Estimation Exploration for the other group. If time allows, students could facilitate their Estimation Exploration with more than 1 group.
MLR8 Discussion Supports.
At the appropriate time, give students 2–3 minutes to make sure that everyone in their group can explain their Estimation Exploration activity. Invite groups to rehearse what they will say when they share with the whole class.
Advances: Speaking, Conversing, Representing
Required Materials
Materials to Gather
Chart paper
Colored pencils, crayons, or markers
Launch
Groups of 3 or 4
Give each group a piece of chart paper and a marker to record responses.
“Pair up with another group in the class. Each group will present their Estimation Exploration.”
Activity
10–12 minutes: small-group work time
Remind students to switch roles halfway through the time allowed.
Student Facing
Display your image for your classmates.
Ask them, “What is an estimate that’s too high?” “Too low?” “About right?”
Give them a minute of quiet think time.
Give them a minute to discuss together.
Have them share estimates.
Record their ideas.
Student Response
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Activity Synthesis
“What did you learn as you presented your Estimation Exploration?” (I learned that ranges of estimates might be bigger than you expect. I learned that it’s important to understand the size of the items you are trying to estimate or be familiar with it, otherwise you cannot make good estimates.)


correct_option_index: 0