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: 
Understand a fraction as a number on the number line; represent fractions on a number line diagram.
 Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Answer: 
No. Completing this task does not involve representing fractions on a number line diagram.

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_neg_0

3
standard_description: Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
problem_activity: Task
A function machine takes an input, and based on some rule produces an output.
[IMG]
The tables below show some input-output pairs for different functions. For each table, describe a function rule in words that would produce the given outputs from the corresponding inputs. Then fill in the rest of the table values as inputs and outputs which are consistent with that rule.
Input values can be any English word. Output values are letters from the English alphabet.
$\ \ \ \ \ $
{"table": [{"_attributes": {"class": ["regular"]}, "tbody": [{"tr": [{"th": [{"_value": "input"}], "td": [{"_value": "cat"}, {"_value": "house"}, {"_value": "you"}, {"_value": "stem"}, {"_value": "$\\ \\ \\ \\ \\ $"}, {"_value": "$\\ \\ \\ \\ \\ $"}, {"_value": "$\\ \\ \\ \\ \\ $"}]}, {"th": [{"_value": "output"}], "td": [{"_value": "t"}, {"_value": "e"}, {"_value": "u"}, {}, {"_value": "z"}, {}, {}]}]}]}]}
Input values can be any rational number. Output values can be any rational number.
{"table": [{"_attributes": {"class": ["regular"]}, "tbody": [{"tr": [{"th": [{"_value": "input"}], "td": [{"_value": "$2$"}, {"_value": "$5$"}, {"_value": "$-1.53$"}, {"_value": "$0$"}, {"_value": "$-4 $"}, {"_value": "$\\ \\ \\ \\ \\ $"}, {"_value": "$\\ \\ \\ \\ \\ $"}]}, {"th": [{"_value": "output"}], "td": [{"_value": "$7$"}, {"_value": "$10$"}, {"_value": "$3.47$"}, {"_value": "$5$"}, {}, {"_value": "$8$"}, {}]}]}]}]}
Input values can be any whole number. Output values can be any whole number.
{"table": [{"_attributes": {"class": ["regular"]}, "tbody": [{"tr": [{"th": [{"_value": "input"}], "td": [{"_value": "$1$"}, {"_value": "$2$"}, {"_value": "$3$"}, {"_value": "$4$"}, {"_value": "$5$"}, {"_value": "$6$"}, {"_value": "$7$"}]}, {"th": [{"_value": "output"}], "td": [{"_value": "$2$"}, {"_value": "$1$"}, {"_value": "$4$"}, {"_value": "$\\ \\ \\ \\ \\ $"}, {}, {}, {}]}]}]}]}
Input values can be any whole number between 1 and 365. Output values can be any month of the year.
{"table": [{"_attributes": {"class": ["regular"]}, "tbody": [{"tr": [{"th": [{"_value": "input"}], "td": [{"_value": "25"}, {"_value": "365"}, {"_value": "35"}, {"_value": "95"}, {"_value": "330"}, {"_value": "66"}, {}]}, {"th": [{"_value": "output"}], "td": [{"_value": "January"}, {"_value": "December"}, {"_value": "February"}, {"_value": "April"}, {"_value": "November"}, {"_value": "$\\ \\ \\ \\ \\ \\ \\ \\ $"}, {"_value": "October"}]}]}]}]}
For at least one of the tables, describe a second rule which fits the given pairs but ultimately produces different pairs than the first rule for the rest of the table.


aligns: no