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: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)

Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

Interpret multiplication as scaling (resizing), by:
- Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
- Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
problem_activity: Narrative
The purpose of this activity is for students to find the missing value in equations involving a whole number and a fraction. They find missing factors or products to make equations true. Many of the problems encourage students to think in steps, interpreting a fraction
\(\frac{a}{b}\)
in terms of division by the denominator and multiplication by the numerator.
Representation: Internalize Comprehension
. Synthesis: Invite students to identify which details were most important to solve the problems. Display the sentence frame: “The next time I solve multiplication problems of a whole number by a fraction, I will pay attention to . . . .“
Supports accessibility for: Conceptual Processing, Memory
Launch
Groups of 2
Activity
5–8 minutes: independent work time
1–2 minutes: partner discussion
Monitor for:
partners who use different strategies.
students who are challenged but persevere and arrive at a viable solution.
Student Facing
Fill in the blanks to make each equation true. Be prepared to explain your reasoning.
\(\frac{1}{3} \times 18 =\underline{\hspace{0.7cm}}\)
\(\frac{7}{9} \times \underline{\hspace{0.7cm}} = \frac{21}{9}\)
\(\frac{1}{15} \times \underline{\hspace{0.7cm}} = 2\)
\(9 \times  6 \frac{2}{3}  = \underline{\hspace{0.7cm}} \)
\(14 \frac {99}{100} \times 10 = \underline{\hspace{0.7cm}} \)
\(7 \frac {3}{5} \times 6 = \underline{\hspace{0.7cm}}\)
\(4 \times 6 \frac {9}{10} = \underline{\hspace{0.7cm}}\)
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Advancing Student Thinking
If students do not get the correct solution for the missing factor problems, ask “How would you represent this expression with a diagram?”
Activity Synthesis
Ask previously selected students to share their responses.
“What was different about you and your partner's strategies?”
“Which problem did you find most challenging and why?”
“Which problem made the most sense to you and why?”


correct_option_index: 0

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