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: Solve problems involving velocity and other quantities that can be represented by vectors.
problem_activity: A biologist is tracking the location of three different animals. On the first day of spring, the biologist records the following information about the three animals:
The first animal is located
$$220$$
m below sea level.
The second animal is located at an elevation of
$$0$$
m.
The third animal has an elevation of
$$−10$$
m.
a.   Draw a number line and represent each animal’s elevation on the number line.
b.   Name a possible animal that could be at each elevation.


aligns: no