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: Interpret multiplication as scaling (resizing), by:
- Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
- Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.
problem_activity: Narrative
The purpose of this activity is for students to find the missing value in equations involving a whole number and a fraction. They find missing factors or products to make equations true. Many of the problems encourage students to think in steps, interpreting a fraction
\(\frac{a}{b}\)
in terms of division by the denominator and multiplication by the numerator.
Representation: Internalize Comprehension
. Synthesis: Invite students to identify which details were most important to solve the problems. Display the sentence frame: “The next time I solve multiplication problems of a whole number by a fraction, I will pay attention to . . . .“
Supports accessibility for: Conceptual Processing, Memory
Launch
Groups of 2
Activity
5–8 minutes: independent work time
1–2 minutes: partner discussion
Monitor for:
partners who use different strategies.
students who are challenged but persevere and arrive at a viable solution.
Student Facing
Fill in the blanks to make each equation true. Be prepared to explain your reasoning.
\(\frac{1}{3} \times 18 =\underline{\hspace{0.7cm}}\)
\(\frac{7}{9} \times \underline{\hspace{0.7cm}} = \frac{21}{9}\)
\(\frac{1}{15} \times \underline{\hspace{0.7cm}} = 2\)
\(9 \times  6 \frac{2}{3}  = \underline{\hspace{0.7cm}} \)
\(14 \frac {99}{100} \times 10 = \underline{\hspace{0.7cm}} \)
\(7 \frac {3}{5} \times 6 = \underline{\hspace{0.7cm}}\)
\(4 \times 6 \frac {9}{10} = \underline{\hspace{0.7cm}}\)
Student Response
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Advancing Student Thinking
If students do not get the correct solution for the missing factor problems, ask “How would you represent this expression with a diagram?”
Activity Synthesis
Ask previously selected students to share their responses.
“What was different about you and your partner's strategies?”
“Which problem did you find most challenging and why?”
“Which problem made the most sense to you and why?”


aligns: yes