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: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
problem_activity: Problem 1
Find each quotient. Be prepared to explain your reasoning.
8 ÷ 2 = _________
0.8 ÷ 2 = _________
0.08 ÷ 2 = _________
What is the relationship between the quotients in Parts (i) and (ii) above? Between Parts (i) and (iii)? .
Problem 2
Compute.
0.06 ÷ 3 = ___________
0.24 ÷ 4 = ___________
Problem 3
Estimate each of the following quotients.
7.92 ÷ 4
3.6 ÷ 5
0.52 ÷ 6


aligns: no