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 two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.
problem_activity: Problem 1
Which tree diagram corresponds with which table? How do you know?
[IMG]
Problem 2
In a certain population, 30% of people get a particular disease. A test was developed to determine if any given person has the disease, but it isn’t perfect.
The test has a 90% chance of accurately predicting that someone has a disease, BUT it also has a 5% chance of predicting someone has this disease who doesn’t.
Below are two models you can use to visualize this situation.
[IMG]
Using the information from the problem, write in the number of people in a random sample of 2,000 who take the test for the disease and get results that are true positive, false positive, true negative, and false negative.


aligns: yes