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: Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
problem_activity: Problem 1
Each point in the scatterplot below shows one individual’s height, in inches, and weight, in pounds.
The range of the data presented is
$${120 \leq y \leq 190}$$
.
The domain of the data presented is
$${63 \leq x \leq 72}$$
.
[IMG]
Label the axes with the appropriate variables and units, and mark quantities on the axes in an appropriate scale.
Problem 2
Match the scatterplot with the description. Write a scenario for the scatterplot that does not have a description.
[IMG]


aligns: no