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:
{
  "explanation": "In this problem, students learn to recognize equivalent fractions. That is, three laps around the playground is 3/12 mile, which is equivalent to 1/4, which is one lap around the school.",
  "answer": "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: Draw, construct, and describe geometrical figures and describe the relationships between them.

Visualize relationships between two-dimensional and three-dimensional objects.

Analyze, compare, create, and compose shapes.

Reason with shapes and their attributes.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Solve real-world and mathematical problems involving area, surface area, and volume.

Understand similarity in terms of similarity transformations.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Translate between the geometric description and the equation for a conic section.

Define trigonometric ratios and solve problems involving right triangles.

Prove theorems involving similarity.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Explain volume formulas and use them to solve problems.

Use coordinates to prove simple geometric theorems algebraically.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Prove geometric theorems.

Find arc lengths and areas of sectors of circles.

Understand and apply theorems about circles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Experiment with transformations in the plane.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Understand and apply the Pythagorean Theorem.

Make geometric constructions.

Apply geometric concepts in modeling situations.

Understand congruence in terms of rigid motions.

Apply trigonometry to general triangles.

Classify two-dimensional figures into categories based on their properties.
problem_activity: Activity
The goal of this activity is for students to use the definition of similarity, and to practice applying some of the skills they learned when studying congruent figures to similar figures. Students practice writing a sequence of rigid motions and dilations to take one figure onto another, write accurate similarity statements about the figures, and reason about what must be true about corresponding side lengths.
Launch
Ask students to add this definition to their reference charts as you add it to the class reference chart:
One figure is
similar
to another if there is a sequence of rigid motions and dilations that takes the first figure so that it fits exactly over the second. (Definition)
Translation and dilation takes
\(\triangle ABC\)
onto
\(\triangle FDE\)
so
\(\triangle ABC \sim \triangle FDE\)
[IMG]
Tell students
\(\triangle ABC \sim \triangle FDE\)
is a similarity statement, and we read
\(\sim\)
as “is similar to.”
Arrange students in groups of 2. After quiet work time, ask students to compare their responses to their partner’s and decide if they are both correct, even if they are different. Follow with a whole-class discussion.
Writing, Listening, Conversing: MLR1 Stronger and Clearer Each Time.
Use this routine to help students improve their written responses for the sequence of transformations that takes one triangle to the other. Give students time to meet with 2–3 partners to share and get feedback on their responses. Display feedback prompts that will help students strengthen their ideas and clarify their language. For example, “What is the directed line segment of the translation?” and “What is the center and scale factor of the dilation?” Invite students to go back and revise or refine their written explanation based on the feedback from peers. This will help students use precise language to describe the sequence of transformations that takes one triangle to the other.
Design Principle(s): Optimize output (for explanation); Cultivate conversation
Representation: Internalize Comprehension.
Activate or supply background knowledge about symbolic notation. Provide students with access to explanations of symbols used in the caption for parallel and perpendicular, and connect to the right angle symbol in the image which shows that two segments are perpendicular.
Supports accessibility for: Memory; Conceptual processing
Student Facing
Are the triangles
similar
?
\(\overline{AB}\parallel\overline{QR},\overline{AB}\perp\overline{AE},\overline{QR}\perp\overline{QT}\)
[IMG]
Write a sequence of transformations (dilation, translation, rotation, reflection) to take one triangle to the other.
Write a similarity statement about the 2 figures, and explain how you know they are similar.
Compare your statement with your partner’s statement. Is there more than one correct way to write a similarity statement? Is there a wrong way to write a similarity statement?
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Anticipated Misconceptions
If students struggle to define sequences of rigid motions and dilations, review an example from the card sort.
Activity Synthesis
Ask students to determine if their sequence of rigid motions and dilations will always work for any pair of triangles that have all pairs of corresponding angles congruent and all pairs of corresponding sides lengths in the same proportion. (Probably not, some figures would require rotations and dilations. But the general method of dilating and using rigid motions will always work.)
For students who dilated first, ask:
How do you choose the dilation to use? (Dilate from any vertex, by the scale factor given by the ratio of a pair of corresponding sides.)
Once you dilate, how do you know you’ll be able to use rigid motions to take one triangle to the other? (The triangles will be congruent, because their corresponding angles will remain congruent, and all their side lengths will be multiplied by the value
\(k\)
that you need to make them the same length as the corresponding side. Since all the corresponding angles and all the corresponding sides will match, you’ll be able to take one triangle to the other.)
For students who used rigid motions first, ask:
How do you know rigid motion will line up parts of the figures? (Because corresponding angles are congruent, we’ll be able to line up both of the rays that meet at the vertex by translating and rotating, because you can always take an angle onto another congruent angle.)
How do you know that dilation will then line up the remaining two points? (The sides lengths will be in the same proportion, because we’re given that information, and the angles all line up, so the triangles are dilations of each other.)


correct_option_index: 6