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: Recognize and represent proportional relationships between quantities.

Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
problem_activity: Activity
When students are finding values to aid in their method, consider allowing them to research typical values online at hardware websites or search for values that would be useful. If these tools are not available, some values are provided here.
Values that may be useful for students:
Typical (modern) shower heads have a flow rate of 1.9 to 2.5 gallons per minute. Older shower heads (pre-1992) could have flow rates up to 5.5 gallons per minute.
Bath tubs hold approximately 120 to 180 gallons of water when completely filled to the top.
The interior of a typical bath tub has an approximate width of 30 to 32 inches, length of 55 to 60 inches, and depth of 18 to 24 inches.
There are approximately 230 cubic inches in 1 gallon of water.
1 liter of water is 1,000 cubic centimeters.
1 liter is approximately 0.26 gallons
1 inch is 2.54 centimeters.
Typical showers last approximately 11 minutes although during a drought, it is recommended to reduce the time to about 5 minutes. During normal circumstances, some people appreciate much longer showers.
After students have made good progress in the activity, tell them to make a display (e.g. poster) to share their method and results.
This activity can take the rest of the class period, if desired.
Launch
Arrange students in groups of 2–4. Tell them either that they should research relative information and provide access to internet enables devices or tell them that they can ask for information they need.
Action and Expression: Internalize Executive Functions.
To support development of organizational skills, check in with students within the first 2–3 minutes of work time. Check to make sure students have a valid method for comparing the water usage for a bath and a shower prior to allowing them to research typical values of measurements.
Supports accessibility for: Memory; Organization
Student Facing
Describe a method for comparing the water usage for a bath and a shower.
Find out values for the measurements needed to use the method you described. You may ask your teacher or research them yourself.
Under what conditions does a bath use more water? Under what conditions does a shower use more water?
Student Response
Teachers with a valid work email address can
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Activity Synthesis
Allow students to share their displays possibly through a gallery walk or ask them to present to the class. After students have had a chance to explore their work, ask them to share ideas they saw that were interesting and any methods they considered but did not use.
Writing, Representing: MLR7 Compare and Connect.
Use this routine when students present their visual displays. Ask students to consider how comparisons were made between water usage of baths and showers. Draw students’ attention to the relationships between quantities in each situation (e.g., How does the rate of water flow from the shower affect water usage? How does tub size affect the comparison?). Emphasize language used to make sense of strategies used to calculate and compare water usage.
Design Principle(s): Maximize meta-awareness; Support sense-making


correct_option_index: 0