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: Narrative
The purpose of this True or False is for students to demonstrate strategies they have for using equivalent fractions to add and subtract fractions with different denominators. These mental calculations prepare students for working with more complex common denominators during this lesson.
Launch
Display one statement.
“Give me a signal when you know whether the statement is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each statement.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\(\frac{1}{4}+\frac{2}{4}=\frac{3}{4}\)
\(\frac{1}{2}+\frac{1}{4}=\frac{2}{4}\)
\(\frac{3}{4}-\frac{1}{2}=\frac{2}{4}\)
Student Response
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Activity Synthesis
“How can we find the correct value of
\(\frac{3}{4}-\frac{1}{2}\)
?” (
\(\frac{1}{2}=\frac{2}{4}\)
so
\(\frac{3}{4}-\frac{2}{4}=\frac{1}{4}\)
.)


aligns: no