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: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
problem_activity: Stage 4: Whole Number and Fraction Factors
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Number cubes
Paper clips
Materials to Copy
Blackline Masters
Rectangle Rumble Stage 4 Spinner
Rectangle Rumble Stage 4 Grid

Narrative
Students generate factors with a number cube and a spinner with fractions with denominators of 3, 6, or 12. Students use a
\(24 \times 24\)
grid that represents 16 square units.
Additional Information
Each group of students need a paper clip, a number cube, and two different color writing utensils.


aligns: no