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: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to solve a variety of Add to and Take from Result or Change Unknown story problems. Students solve the story problems any way they choose and write an equation that matches the story and has a box around the answer to the question. During the activity synthesis, students consider the different ways to write equations for a story problem.
MLR8 Discussion Supports.
Synthesis: For each method that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language.
Advances: Listening, Speaking
Engagement: Develop Effort and Persistence.
Chunk this task into more manageable parts. Check in with students to provide feedback and encouragement after each chunk.
Supports accessibility for: Social-Emotional Functioning, Attention
Required Materials
Materials to Gather
10-frames
Connecting cubes or two-color counters
Launch
Groups of 2
Give students access to 10-frames and connecting cubes or two-color counters.
"We are going to solve some more story problems about books other kids like to read."
Activity
Read the problems.
5 minutes: independent work time
5 minutes: partner discussion
Student Facing
Mai has read 3 books about dogs.
Diego gives her 4 more books to read.
How many books about dogs will Mai read all together?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Noah has 4 books of poetry.
His sister gives him some more books.
Now he has 10 books of poetry.
How many books did his sister give him?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Tyler has 7 books about spiders.
He gives 3 of his books to Kiran.
How many books does Tyler have left?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Lin has 5 books about outer space.
Her teacher gives her some more books.
Now she has 10 books about outer space.
How many books did Lin's teacher give her?
Show your thinking using drawings, numbers, or words.
Equation: ________________________________
Student Response
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Activity Synthesis
Invite students to share the equation for each problem.
"Why is the answer in different places in our equations?" (Because in some stories we know the two numbers to add together and then the answer is the total. In other problems we know the starting number and the total and the answer is the other number we added.)


correct_option_index: 1