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: Use random sampling to draw inferences about a population.

Make inferences and justify conclusions from sample surveys, experiments, and observational studies.

Summarize and describe distributions.

Use probability to evaluate outcomes of decisions.

Calculate expected values and use them to solve problems.

Interpret linear models.

Summarize, represent, and interpret data on a single count or measurement variable.

Summarize, represent, and interpret data on two categorical and quantitative variables.

Investigate patterns of association in bivariate data.

Investigate chance processes and develop, use, and evaluate probability models.

Understand independence and conditional probability and use them to interpret data.

Develop understanding of statistical variability.

Draw informal comparative inferences about two populations.

Use the rules of probability to compute probabilities of compound events in a uniform probability model.

Understand and evaluate random processes underlying statistical experiments.
problem_activity: Optional activity
In this activity, students use the data from the previous activity and draw a scatter plot and a line that fits the data. The given data show a clear linear association, so it is appropriate to model the data with a line. Students can use a piece of dried linguine pasta or some other rigid, slim, long object (for example, wooden skewer) to eyeball the line that best fits the data. (The line of best fit has a variance of
\(R^2=0.94\)
.) Even though different answers will have slightly different slopes and intercepts, they will be close to each other.
Launch
Students in same groups of 3–4. Provide access to pieces of dried linguine pasta.
Representation: Internalize Comprehension.
Provide a range of examples and counterexamples for a best fit line. Consider displaying charts and examples from previous lessons to aide in memory recall.
Supports accessibility for: Conceptual processing
Student Facing
Make a scatter plot of the data.
[IMG]
Describe any patterns of association that you notice.
Draw a line that fits the data. Write an equation for this line.
Student Response
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Anticipated Misconceptions
If a student is stuck on making the scale on the graph, remind them to look at the range from the previous problem.
Activity Synthesis
At the start of the discussion, make sure students agree that there seems to be a negative association that looks like a line would fit the data nicely before moving on.
Invite several groups to share the equations they came up with and how they found them. They will likely have slightly different slopes and intercepts. Ask students to explain where those differences come from. (Not everyone chose the same points to guide the trendline they drew for the data.) The differences should be small and the different models give more or less the same information. In the next activity, students will be using the model (equation and graph) to make predictions.
Representing, Conversing: MLR8 Discussion Supports.
After students complete their scatter plots from the data, they should meet with a small group of 3–4 students to share and compare. While each student shares, circulate and encourage students to look for commonalities and to discuss their differences in displays. Tell students to generate an agreed on response for the equation and the visual display of the line even though they may have differences. Tell students that one member will share out, but they won’t know who, so they all need to be prepared to share and explain. During the whole-class discussion, amplify use of mathematical language such as “slope”, “intercept”, “equation”, “graph”, and “negative association”. Use this to help students develop their explanations of associations and differences that they see in how the data is interpreted.
Design Principle(s): Cultivate conversation; Maximize meta-awareness


correct_option_index: 8