few_shots: 
Example:
Problem/activity:
Task
 Arrange the fractions in order from least to greatest. Explain your answer with a picture.
 $\frac{1}{5}, \frac{1}{7}, \frac{1}{3} $
 $\frac{2}{5}, \frac{2}{7}, \frac{2}{3} $
 $\frac{5}{6}, \frac{3}{6}, \frac{1}{6} $
 $\frac{5}{12}, \frac{8}{12}, \frac{4}{12} $

Concept/skill: 
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Answer: 
No. Completing this task does not involve representing fractions on a number line diagram.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: im_task_000157_neg_0

3
standard_description: Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).
problem_activity: Task
California is in the fifth year of a drought. Towns have been asked to decrease water use across the state. The graph below shows the water storage in Lake Sonoma, a reservoir in Northern California from 1988, shortly after it was first filled, until February 1, 2015.
What questions do you have looking at the graph?
Describe some of the features of the graph.
What might explain these features?  (Consider data collection, weather events and reservoir management decisions.)
Based on the given information, should the region that depends on Lake Sonoma for water use implement additional water conservation measures?
[IMG]


aligns: no