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.


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. Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
E. Apply and extend previous understandings of multiplication and division to multiply and divide fractions.
F. 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.


Your response:
B

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: im_task_000212

4
options: Reason with shapes and their attributes.

Understand congruence in terms of rigid motions.

Understand and apply the Pythagorean Theorem.

Visualize relationships between two-dimensional and three-dimensional objects.

Find arc lengths and areas of sectors of circles.

Define trigonometric ratios and solve problems involving right triangles.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Translate between the geometric description and the equation for a conic section.

Understand similarity in terms of similarity transformations.

Prove geometric theorems.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Solve real-world and mathematical problems involving area, surface area, and volume.

Apply trigonometry to general triangles.

Experiment with transformations in the plane.

Explain volume formulas and use them to solve problems.

Use coordinates to prove simple geometric theorems algebraically.

Understand and apply theorems about circles.

Analyze, compare, create, and compose shapes.

Make geometric constructions.

Prove theorems involving similarity.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Classify two-dimensional figures into categories based on their properties.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Apply geometric concepts in modeling situations.

Draw, construct, and describe geometrical figures and describe the relationships between them.
problem_activity: Activity
The purpose of this activity is for students to use the structure of the volume formula for cones to calculate missing dimensions of a cone given other dimensions. Students are given the image of a generic cone with marked dimensions for the radius, diameter, and height to help their reasoning about the different rows in the table.
While completing the table, students work with approximations and exact values of
\(\pi\)
as well as statements that require reasoning about squared values. The final row of the table asks students to find missing dimensions given an expression representing volume that uses letters to represent the height and the radius. This requires students to manipulate expressions consisting only of variables representing dimensions.
Encourage students to make use of work done in some rows to help find missing information in other rows. Identify students who use this strategy, and ask them to share during the discussion.
Launch
Give students 6–8 minutes of quiet work time, followed by a whole-class discussion.
Action and Expression: Internalize Executive Functions.
Chunk this task into more manageable parts to support students who benefit from support with organization and problem solving. For example ask students to complete two lines of the table at a time and then assess for accuracy and comprehension.
Supports accessibility for: Organization; Attention
Student Facing
[IMG]
Each row of the table has some information about a particular cone. Complete the table with the missing dimensions.
| diameter (units) | radius (units)  | area of the base (square units) | height (units) | volume of cone (cubic units) |
|------------------|-----------------|---------------------------------|----------------|------------------------------|
|                  |        4        |                                 |       3        |                              |
|                  | \(\frac{1}{3}\) |                                 |       6        |                              |
|                  |                 |           \(144\pi\)            |  \(\frac14\)   |                              |
|        20        |                 |                                 |                |          \(200\pi\)          |
|                  |                 |                                 |       12       |          \(64\pi\)           |
|                  |                 |                                 |       3        |             3.14             |
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
A
frustum
is the result of taking a cone and slicing off a smaller cone using a cut parallel to the base.
[IMG]
Find a formula for the volume of a frustum, including deciding which quantities you are going to include in your formula.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Students might try to quickly fill in the missing dimensions without the proper calculations. Encourage students to use the volume of a cone equation and the given dimensions to figure out the unknown dimensions.
Activity Synthesis
Select previously identified students to share the strategies they used to fill in the missing information. Ask students:
“Which information, in your opinion, was the hardest to calculate?”
“If you had to pick two pieces of information given in the table which information would you want? Why?”
Select a few rows of the table, and ask students how they might find the volume of a cylinder with the same radius and height as the cone. (Multiply by 3)
Make sure students understand that when working with the volume formula for either a cylinder or cone, if they know two out of three for radius, height and volume, they can always calculate the third.
Speaking: MLR8 Discussion Supports.
Use this routine to support whole-class discussion. For each strategy that is shared, ask students to restate and/or revoice what they heard using mathematical language. Consider providing students time to restate what they hear to a partner, before selecting one or two students to share with the class. Ask the original speaker if their peer was accurately able to restate their thinking. Call students' attention to any words or phrases that helped to clarify the original statement. This will help students to produce and make sense of the language needed to communicate their own ideas when calculating missing dimensions of a cone.
Design Principle(s): Support sense-making; Optimize output (for explanation)


correct_option_index: 6