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: 
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Answer: 
No. Completing this task does not involve representing fractions on a number line diagram.

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_neg_0

3
standard_description: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
problem_activity: Problem 1
Is the perimeter of a square proportional to the side length of a square?
Is the area of a square proportional to the side length of a square?
Justify your answer to each question using tables, graphs, and/or equations.
Problem 2
At Sunny’s Market, soda water costs $2.55 for 3 liters.
Which stores below sell soda water at a price that is proportional to the price at Sunny’s Market?
[IMG]
Problem 3
Ahmed hiked at a constant speed for 6 hours and covered 21 miles. This is represented in the coordinate plane below.
[IMG]
Which coordinate points, when graphed on the plane above, would be in a proportional relationship to Ahmed’s hike? Select
all
that apply.
A.  (0, 3.5)
B.  (1, 3.5)
C.  (2, 7)
D.  (3, 14)
E.  (4, 15)
F.  (5, 17.5)
G.  (8, 28)


aligns: no