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: Estimate lengths using units of inches, feet, centimeters, and meters.
problem_activity: Problem 1
Read each situation below and then answer the questions that follow.
Situation A:
In the spring, an animal shelter had 216 animals. By the end of the summer, this number decreased by 8%. How many animals were at the shelter at the end of summer?
Situation B:
After advertising for adoptions on local television, an animal shelter decreased the number of animals at the shelter by 8%. There are now 216 animals. How many animals were at the shelter before the advertising?
a.   Sketch a visual diagram to represent each situation.
b.   How are the two situations similar?
c.   How are the two situations different?
Problem 2
A store sells backpacks in two sizes: small and large. The large backpacks sell for 20% more than the smaller backpacks. If a large backpack costs $75, how much does the small size cost?
Draw a visual representation of the situation, and then use an equation to solve.


aligns: no