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: Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).
problem_activity: Task
Let $P = (0,1)$ and $Q = (1,2)$ in the $(x,y)$ plane.
Show that there is a unique linear function described by the equation $y = mx + b$ whose graph contains $P$ and $Q$: find $m$ and $b$.
Show that there is a unique exponential function described by the equation $y = ab^x$ whose graph contains $P$ and $Q$: find $a$ and $b$.
Show that there is more than one quadratic function described by the equation $y = ax^2 + bx
+c$ whose graph contains $P$ and $Q$.


aligns: no