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: Calculate the expected value of a random variable; interpret it as the mean of the probability distribution.
problem_activity: Task
Bob’s Bagel Shop has estimated the following probabilities for the number of bagels a randomly-selected customer buys when he or she enters the shop.
| No. of Bagels | Probability |
|---------------|-------------|
|       1       |     .5      |
|       2       |     .1      |
|       3       |     .1      |
|       6       |     .1      |
|      12       |     .2      |
Bob sells bagels for \$0.80 each, or \$9.00 for a dozen. If $X =$ the amount of money Bob collects from a randomly-selected customer, find and interpret the expected value of $X$.


aligns: yes