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: 
Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.
 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Answer: 
Yes. By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.

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_pos_0

3
standard_description: Extend polynomial identities to the complex numbers. For example, rewrite x^(2) + 4 as (x + 2i)(x – 2i).
problem_activity: Problem 1
Below is the graph and equation of the function
$$f$$
.
$$f(x)=(x-2)(x-5)\over(x-2)(x+1)$$
[IMG]
And below is the graph and equation of the function
$$g$$
.
$$g(x)={(x-5)\over(x+1)}$$
[IMG]
How are the functions
$$f$$
and
$$g$$
similar Different?
Problem 2
How are the functions
$${g(x)}$$
and
$${h(x)}$$
different? Similar?
$${g(x)}={x^2\over{x-2}}$$
$${h(x)}={x^2-4\over{(x-2)(x+3)}}$$


aligns: no