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: Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
problem_activity: Problem 1
Describe a characteristic that each of the quadrants shown below does not share with the rest.
[IMG]
You should have at least one characteristic for each quadrant.
Problem 2
Part 1:
Graph the following equation but ONLY over the domain listed.
$${y = -\frac{1}{2}x + 4}$$
,  where
$${x > 2}$$
Part 2:
Graph the following equation but ONLY over the domain listed (on the same coordinate plane).
$${y = -2x + 1}$$
, where
$${-2 < x \leq 2}$$
Problem 3
Write the equation for the piecewise function graphed below.
[IMG]


aligns: yes