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: Understand a fraction a/b with a > 1 as a sum of fractions 1/b.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Problem 1
For the class party, Robin and Shawn each made a loaf of banana bread. Their loaf pans were exactly the same size. Robin sliced her banana bread into 6 equal slices. Shawn also sliced his into 6 equal slices. After the party, Robin had more slices of banana bread left to take home than Shawn did. What fraction of the whole loaf pan might each person take home?
Problem 2
a.   Choose each statement that is true.
i.
$$\frac{3}{4}$$
is greater than
$$\frac{5}{4}$$
.
ii.
$$\frac{5}{4}$$
is greater than
$$\frac{3}{4}$$
.
iii.
$$\frac{3}{4}>\frac{5}{4}.$$
iv.
$$\frac{3}{4}<\frac{5}{4}.$$
v.
$$\frac{5}{4}>\frac{3}{4}.$$
vi.
$$\frac{5}{4}<\frac{3}{4}.$$
vii.  None of these.
b.
$$\frac{3}{4}$$
and
$$\frac{5}{4}$$
are shown on the number line. Which is correct?
i.
[IMG]
ii.
[IMG]
iii. Neither of these.


aligns: no