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: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
problem_activity: Task
Suppose a can of cold soda is left in a warm room on a summer day.  The graph below shows the temperature of the soda as it gradually increased:
[IMG]
The function that describes the temperature, $F$, of the soda (in degrees Fahrenheit) after $t$ minutes can be expressed by
$$F(t)=C - R e^{-kt},$$
for some positive values of $C$, $R$, and $k$.<
Use the graph to estimate $C$.
Use the graph to estimate $R$.
What was the approximate room temperature?  What was the initial temperature of the soda when placed in the room?


aligns: no