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: Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.
problem_activity: Problem 1
Estimate the mass of the following objects in grams or kilograms, depending on which is more appropriate. Then measure their actual mass using your tool(s).
a.   Pair of scissors
b.   Thumbtack
c.   Ruler
d.   Textbook
Problem 2
What is the mass of each of the following objects, according to the reading on the scale? For any measurement that isn’t exact, make your best estimate.
a.
[IMG]
b.
[IMG]
c.
[IMG]


aligns: no