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:
{
  "explanation": "This task asks students to compare two fractions that are equal. The two fractions have different numerators and denominators (e.g. 1/4 and 3/12). The students need to explain why the two fractions are equal by drawing a picture, which involves using visual fraction models.",
  "answer": "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: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.

For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.

Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes.  For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.
problem_activity: Activity
In this activity, students choose a graphing window to tell a particular story.
Launch
Continue access to graphing technology. Students may be ready to dive into the activity without much assistance, or may need to engage in a notice and wonder to familiarize themselves with the context and the information encoded in the equation and the graph.
Student Facing
Suppose
\(y=0.50d + 4\)
represents the cost of renting a car,
\(y\)
, as a function of miles driven,
\(d\)
. Here’s a graph representing the function.
[IMG]
What is the graphing window used for the given graph?
Find a graphing window so that:
It gives the impression that the charge per mile driven is very high and the total rental cost gets really expensive really fast.
It gives the impression that the charge for every mile driven is close to nothing and the total rental cost will be pretty low even if the car is driven many miles.
Student Response
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Activity Synthesis
Invite selected students to share their responses. Questions for discussion:
“What adjustments to the graphing window make the cost seem lower? What adjustments make the cost seem higher?” (The graph in the second question make the cost seem lower, because the graph looks quite flat and close to the horizontal axis. The graph is the first question make the cost seem higher, because the graph looks quite steep.)
“For each situation, how did you decide whether to make the graph look flatter or steeper?” (I thought about whether the situation suggested the function should be increasing slowly or quickly.)
“What were some strategies to make the graph look flatter?” (Keep the domain the same or smaller, and make the range larger.)
“What were some strategies to make the graph look steeper?” (Keep the range the same, and make the domain larger.)
“In most graphing technology, you can zoom in or zoom out. Why might you want to set a specific graphing window, instead of zooming in or out?” (Zooming in or out often doesn’t change the overall shape of the graph, because the domain and range are being scaled by the same amount. Choosing a specific graphing window allows you more control over what is shown.)


correct_option_index: 2