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: Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a vertex perpendicular to the opposite side.
problem_activity: Narrative
In this task, students create their own word problems that must have a specific answer and follow additional constraints involving the type of operations that could be used to solve the problem or the size of the numbers they can use (MP2, MP4).
Launch
Groups of 2
Activity
5 minutes: independent work time
10 minutes: partner work time
Student Facing
Elena, Noah, and Han each created a problem with an answer of 1,564.
Elena used multiplication.
Noah used multi-digit numbers and addition only.
Han used multiplication and subtraction.
Write a problem that each student could have written. Show that the answer to the question is 1,564.
Elena‘s problem:
Solution:
Noah‘s problem:
Solution:
Han‘s problem:
Solution:
Student Response
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Activity Synthesis
Select 1
–2 students to share the problem they created for each constraint.
Consider asking:
“How did you start?”
“How did you make sure 1,564 would be the answer? How did you make sure your problem would match what each student used?”


aligns: no