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: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
problem_activity: Problem 1
Describe a characteristic that each of the quadrants shown below does not share with the rest.
[IMG]
You should have at least one characteristic for each quadrant.
Problem 2
Part 1:
Graph the following equation but ONLY over the domain listed.
$${y = -\frac{1}{2}x + 4}$$
,  where
$${x > 2}$$
Part 2:
Graph the following equation but ONLY over the domain listed (on the same coordinate plane).
$${y = -2x + 1}$$
, where
$${-2 < x \leq 2}$$
Problem 3
Write the equation for the piecewise function graphed below.
[IMG]


aligns: no