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: Apply trigonometry to general triangles.

Classify two-dimensional figures into categories based on their properties.

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

Prove theorems involving similarity.

Define trigonometric ratios and solve problems involving right triangles.

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

Prove geometric theorems.

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

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

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

Understand congruence in terms of rigid motions.

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

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

Experiment with transformations in the plane.

Understand and apply theorems about circles.

Understand similarity in terms of similarity transformations.

Use coordinates to prove simple geometric theorems algebraically.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Reason with shapes and their attributes.

Explain volume formulas and use them to solve problems.

Make geometric constructions.

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

Apply geometric concepts in modeling situations.

Analyze, compare, create, and compose shapes.

Find arc lengths and areas of sectors of circles.

Understand and apply the Pythagorean Theorem.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
problem_activity: Activity
The purpose of this activity is to extend what students know about constructing a perpendicular line through a point on the given line to a new situation in which the constructed perpendicular line goes through a point
not
on the given line.
Making dynamic geometry software available gives students an opportunity to choose appropriate tools strategically (MP5).
Digital
Launch
Arrange students in groups of 2. Display the image for all to see:
[IMG]
Remind students that in the previous lesson, they used straightedge and compass moves to create a line perpendicular to
\(\ell\)
that goes through point
\(B\)
, which was on line
\(\ell\)
. Now display an image of the construction of a perpendicular line through
\(B\)
for all to see throughout the activity:
[IMG]
Display a list of constructions students already know. This display should be posted in the classroom for the remaining lessons within this unit. It should look something like (only include the first 6 constructions now):
circles of a certain radius
lines and line segments through two points
regular hexagons
equilateral triangles
a perpendicular bisector of a given segment
a perpendicular line through a point on the given line
a perpendicular line through a point
not
on the given line (added in this lesson)
a parallel line through a point
not
on the given line (added in this lesson)
After quiet work time, ask students to compare their responses to their partner’s and decide whether they are both correct, even if they are different. Follow with a whole-class discussion.
Action and Expression: Provide Access for Physical Action.
Provide access to tools and assistive technologies such as dynamic geometry software.
Supports accessibility for: Visual-spatial processing;Conceptual processing; Organization
Student Facing
Here is a line
\(m\)
and a point
\(C\)
not
on the line. Use straightedge and compass tools to construct a line perpendicular to line
\(m\)
that goes through point
\(C\)
. Be prepared to share your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
The line segment
\(AB\)
has a length of 1 unit. Construct its perpendicular bisector and draw the point where this line intersects our original segment
\(AB\)
. How far is this new point from
\(A\)
?
We now have 3 points drawn. Use a pair of points to construct a new perpendicular bisector that has not been drawn yet and label its intersection with segment
\(AB\)
. How far is this new point from
\(A\)
?
If you repeat this process of drawing new perpendicular bisectors and considering how far your point is from A, what can you say about all the distances?
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Print
Launch
Arrange students in groups of 2. Display the image for all to see:
[IMG]
Remind students that in the previous lesson, they used straightedge and compass moves to create a line perpendicular to
\(\ell\)
that goes through point
\(B\)
, which was on line
\(\ell\)
. Now display an image of the construction of a perpendicular line through
\(B\)
for all to see throughout the activity:
[IMG]
Display a list of constructions students already know. This display should be posted in the classroom for the remaining lessons within this unit. It should look something like (only include the first 6 constructions now):
circles of a certain radius
lines and line segments through two points
regular hexagons
equilateral triangles
a perpendicular bisector of a given segment
a perpendicular line through a point on the given line
a perpendicular line through a point
not
on the given line (added in this lesson)
a parallel line through a point
not
on the given line (added in this lesson)
After quiet work time, ask students to compare their responses to their partner’s and decide whether they are both correct, even if they are different. Follow with a whole-class discussion.
Action and Expression: Provide Access for Physical Action.
Provide access to tools and assistive technologies such as dynamic geometry software.
Supports accessibility for: Visual-spatial processing;Conceptual processing; Organization
Student Facing
Here is a line
\(m\)
and a point
\(C\)
not
on the line. Use straightedge and compass moves to construct a line perpendicular to line
\(m\)
that goes through point
\(C\)
. Be prepared to share your reasoning.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
The line segment
\(AB\)
has a length of 1 unit. Construct its perpendicular bisector and draw the point where this line intersects our original segment
\(AB\)
. How far is this new point from
\(A\)
?
We now have 3 points drawn. Use a pair of points to construct a new perpendicular bisector that has not been drawn yet and label its intersection with segment
\(AB\)
. How far is this new point from
\(A\)
?
If you repeat this process of drawing new perpendicular bisectors and considering how far your point is from A, what can you say about all the distances?
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Anticipated Misconceptions
Some students may struggle more than is productive. Ask these students to draw a line segment and construct the perpendicular bisector of it. In that construction, the perpendicular bisector will go through an intersection point of two circles. Ask, “What happens if you create a circle centered at that intersection point that goes through an endpoint of the segment? Why does that happen? How can you use this idea in this new activity?”
Activity Synthesis
Focus on the process of using a previous construction to generate new constructions. Here are some questions for discussion:
“How was this construction different from perpendicular line constructions you have done before? How did thinking about the differences help you plan what to do?” (I didn't have a segment to bisect, because the point wasn't on the line. I realized I could still make a segment using the new point.)
“How does knowing some constructions help you do other, more complicated constructions?” (I can use the same moves, but just change them a little bit.)
Writing, Speaking, Conversing: MLR 1 Stronger and Clearer Each Time
. Use this routine to give students a structured opportunity to revise and refine the reasoning used to create their construction. Ask each student to meet with 2–3 other partners in a row for feedback. Provide students with prompts for feedback that will help individuals strengthen their ideas and clarify their language. For example, “Can you explain how…?”, “Why did you choose to construct a circle there?”, “What do you know about radii that helps here?”, or “What do you mean by…?”. Students can borrow ideas and language from each partner to strengthen their final explanation.
Design Principle(s): Optimize output (for justification); Support sense-making


correct_option_index: 20