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: Use the structure of an expression to identify ways to rewrite it. For example, see x^(4) – y^(4 )as (x^(2))^(2 )– (y^(2))^(2), thus recognizing it as a difference of squares that can be factored as (x^(2 )– y^(2))(x^(2 )+ y^(2)).
problem_activity: Task
Write as many equations for each picture as you can.
Use the numbers 4, 1, and 5.
[IMG]
Here are some equations for this picture. $$4+1=5 \hskip4em 5 = 4+1$$ $$5-1=4 \hskip4em 4=5-1$$ Can you find more equations?
Use the numbers 3, 5, and 8.
[IMG]
Use the numbers 4, 4, and 8.
[IMG]
Use the numbers 4, 5, and 9.
[IMG]
Draw your own picture and write all the equations you can think of to describe it.


aligns: no