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: Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.
problem_activity: Stage 2: Multiply a Fraction by a Whole Number
Required Preparation
Materials to Gather
Number cubes
Materials to Copy
Blackline Masters
Rolling for Fractions Stage 2 Recording Sheet

Narrative
Students roll 3 number cubes to generate a multiplication expression with a whole number and a fraction and compare the value of the expression to 1 in order to determine how many points are earned. Two recording sheets are provided, one where the fraction is a unit fraction and one where it can be any fraction.
Variation:
Students may choose a different target number to compare the value of their expression to.
Task Statement
Each group of 2 needs 3 number cubes.


aligns: no