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: Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram.
problem_activity: Narrative
The purpose of this activity is for students to use the location of a unit fraction to locate another fraction with a different denominator on the number line. Students can use their knowledge from the previous activity to place 1 on the number line and then use that to partition the interval from 0 to 1 to find other numbers. Because students have only located fractions with the same denominator on a single number line, they may want to use more than one number line in this activity. They may or may not label the points they find along the way to
\(\frac{3}{4}\)
. Encourage them to use whatever strategy makes sense to them.
Monitor for students who use a single number line to show both thirds and fourths and those who use separate number lines. Select them to share during activity synthesis.
This activity is optional because it goes beyond the depth of understanding required to address grade 3 standards.
MLR8 Discussion Supports.
Synthesis: As students share the similarities and differences between the strategies, use gestures to emphasize what is being described. For example, point to each fraction and show with your fingers the partitions such as thirds and fourths, that are being discussed.
Advances: Listening, Representing
Launch
Groups of 2
“Now we’re going to try something a little bit different. Let’s use the location of a unit fraction to find a fraction with a different denominator.”
Activity
“Take a few minutes to locate
\(\frac{3}{4}\)
on this number line. Use any strategy that makes sense to you.”
3–5 minutes: independent work time
As students work, consider asking:
“How did you decide whether to use one or two number lines?”
“Did you locate any numbers before locating
\(\frac{3}{4}\)
?”
“Where is 1 on your number line(s)?”
“Share your strategy with your partner.”
2–3 minutes: partner discussion
Student Facing
Locate and label
\(\frac{3}{4}\)
on the number line. Be prepared to explain your reasoning.
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Ask the two selected students to display their work side-by-side for all to see.
“What do these strategies have in common? How are these representations different?” (They both located 1 before locating
\(\frac{3}{4}\)
. In the first strategy, the thirds are one number line and used to find 1. Then, 1 is on the second number line and used to find
\(\frac{3}{4}\)
. In the second strategy, the thirds and fourths are marked on the same number line.)
Consider asking: “What questions do you have about these representations?”


aligns: no