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: Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.
problem_activity: Problem 1
Ms. Lee is trying to sort her pattern blocks to get a sense of how many of each color she has. She emptied her pattern block container on the table, as shown below.
[IMG]
Using the pattern blocks shown above, answer the following questions:
a.   Which pattern block does Ms. Lee have the most of?
b.   Which pattern block does Ms. Lee have the least of?
Problem 2
Use the types of pattern blocks in Anchor Task #1 to create a picture graph. Remember to label all parts of your graph.


aligns: no