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: Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general, by reasoning about the relationship between multiplication and division. But division of a fraction by a fraction is not a requirement at this grade.)
problem_activity: Below is an illustration of an aquarium. There are four possibilities of changes that affect the water level: addition/removal of a rock, insertion/removal of a plug, turn on/off the faucet, use the bucket to add/remove water.
[IMG]
The graph below shows the height of the water in the aquarium over a 17-minute time interval. Write a story from the point of view of someone watching what is going on with the aquarium to produce the given graph.
[IMG]
The graph given above is a simplified version of reality. What simplifying assumptions did we make when we created the graph?


aligns: no