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: Rewrite expressions involving radicals and rational exponents using the properties of exponents.
problem_activity: Coordinates for points are shown in the table.
|          Point           | Coordinate |
|--------------------------|------------|
| *           W          * |   (2, 3)   |
| *           X          * |   (4, 0)   |
| *           Y          * |   (5, 2)   |
| *           Z          * |   (0, 1)   |
Graph all the points from the table in the coordinate grid. Label them with their corresponding letters.
[IMG]


aligns: no