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: Recognize and represent proportional relationships between quantities.
problem_activity: Task
Ty took the escalator to the second floor. The escalator is 12 meters long, and he rode the escalator for 30 seconds. Which statements are true? Select all that apply.
He traveled 2 meters every 5 seconds.
Every 10 seconds he traveled 4 meters.
He traveled 2.5 meters per second.
He traveled 0.4 meters per second.
Every 25 seconds, he traveled 7 meters.


aligns: no