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: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
problem_activity: Task
Given below is a table that gives the populations of foxes and rabbits in a national park over a 12 month period. Note that each value of $t$ corresponds to the beginning of the month and $t = 0$ corresponds to the beginning of January.
{"table": [{"tbody": [{"tr": [{"th": [{"_value": "$t$, month"}], "td": [{"_value": "0"}, {"_value": "1"}, {"_value": "2"}, {"_value": "3"}, {"_value": "4"}, {"_value": "5"}, {"_value": "6"}, {"_value": "7"}, {"_value": "8"}, {"_value": "9"}, {"_value": "10"}, {"_value": "11"}]}, {"th": [{"_value": "$r$, number of rabbits"}], "td": [{"_value": "1000"}, {"_value": "750"}, {"_value": "567"}, {"_value": "500"}, {"_value": "567"}, {"_value": "750"}, {"_value": "1000"}, {"_value": "1250"}, {"_value": "1433"}, {"_value": "1500"}, {"_value": "1433"}, {"_value": "1250"}]}, {"th": [{"_value": "$f$, number of foxes"}], "td": [{"_value": "150"}, {"_value": "143"}, {"_value": "125"}, {"_value": "100"}, {"_value": "75"}, {"_value": "57"}, {"_value": "50"}, {"_value": "57"}, {"_value": "75"}, {"_value": "100"}, {"_value": "125"}, {"_value": "143"}]}]}]}]}
Note that the number of rabbits and the number of foxes are both functions of time.
Explain why it is appropriate to model the number of rabbits and foxes as trigonometric functions of time.
Find an appropriate trigonometric function that models the number of rabbits, $r(t)$, as a function of time, $t$, in months.
Find an appropriate trigonometric function that models the number of foxes, $f(t)$, as a function of time, $t$, in months.
Graph both functions and give one possible explanation why one function seems to “chase” the other function.


aligns: no