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: Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.
problem_activity: A florist shop is preparing bundles of flowers to sell over the weekend. In a bundle of flowers, the shop uses 3 roses for every 4 carnations. Create a table of equivalent ratios to represent the relationship between roses and carnations in the bundles of flowers.
{"table": [{"_attributes": {"align": "center", "class": ["table", "table-bordered"], "style": "width:30%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "background-color:#eeeeee"}}, {"_attributes": {"style": "background-color:#eeeeee"}}]}, {"td": [{}, {}]}, {"td": [{}, {}]}, {"td": [{}, {}]}, {"td": [{}, {}]}, {"td": [{}, {}]}, {"td": [{}, {}]}]}]}]}


aligns: no