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 problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: im_task_000157_pos_0

3
standard_description: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (include groups with up to ten objects).
problem_activity: Narrative
The purpose of this activity is for students to count their collection in a way that makes sense to them.  Students are invited to represent how many objects are in their collection. Some students may choose to create a drawing, make a group with the same number of objects, or just demonstrate how they counted. Students will focus more on creating written representations of how many in a later unit. Monitor and select students with the following strategies to share in the synthesis:
demonstrate or explain how they counted
take out the same number of objects
draw a picture
Students are provided with a counting mat and 5-frames to help them accurately count or organize their collections. Students use appropriate tools strategically as they choose which tools help them count their collections (MP5).
Action and Expression: Internalize Executive Functions.
Invite students to plan a strategy, including what drawings, numbers, words, or objects they will use, to show how they counted their collection.
Supports accessibility for: Conceptual Processing, Organization
Required Materials
Materials to Gather
5-frames
Collections of objects
Counting mats
Launch
Groups of 2
“Today you’re going to count another collection of objects. During Questions About Us, we showed how many of us are here today. As you’re counting your collection, think about how you can show how you counted your collection.”
Activity
Give each student a bag of objects. Give students access to 5-frames and a counting mat.
“Figure out how many objects are in your collection."
2 minutes: independent work time
“Switch collections with a partner. Figure out how many objects are in your new collection.”
2 minutes: independent work time
“Tell your partner how many objects are in your collection. Show them how you counted the objects.”
30 seconds: quiet think time
2 minutes: partner discussion
“Show how you counted your collection. Show your thinking using objects, drawings, numbers, or words.”
2 minutes: independent work time
Monitor for students who use the strategies in the synthesis to represent how they counted.
Student Facing
Show how many objects are in your collection.
Student Response
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Advancing Student Thinking
If students have difficulty representing their count on paper, consider having them explain how they counted verbally. Students can also be provided stickers that they can put on their paper to represent each object in place of a drawing.
Activity Synthesis
Ask selected students to share in the order listed in the activity narrative.
“What is the same about how they each counted their collections?” (They all counted each object 1 time.)
“What is different about how they each showed how they counted?” (Some people drew a picture and some used objects.)
After each student shares, write or display the number and say, “There are _____ objects in their collection.”


aligns: no