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: Analyze and solve pairs of simultaneous linear equations.
problem_activity: Activity
The purpose of this activity is to extend the definition of exponents to include negative exponents. The meaning of zero exponents is also revisited. When students use tables to explore expressions with negative exponents, they are noticing and making use of structure (MP7).
Launch
Arrange students in groups of 2. Tell students to work on their own and then share their reasoning with their partner after each has had a chance to complete the problem. Follow with a whole-class discussion.
Student Facing
Complete the table.
|                               | exponential form |   number form    |               calculations               |
|-------------------------------|------------------|------------------|------------------------------------------|
|                               |     \(2^5\)      |                  |                                          |
|                               |                  |        16        |                                          |
| \(\frac{2^4}{2}=2^{4-1}=2^3\) |     \(2^3\)      |                  |                                          |
| \(\frac{2^3}{2}=2^{3-1}=2^2\) |     \(2^2\)      |        4         |                                          |
|                               |                  |        2         |        \(4 \boldcdot \frac12=2\)         |
|                               |                  |        1         |        \(2  \boldcdot \frac12=1\)        |
|                               | \(2^{\text-1}\)  | \(\frac{1}{2}\)  |                                          |
|                               |                  | \(\frac{1}{4}\)  | \(\frac12  \boldcdot \frac12 = \frac14\) |
|                               | \(2^{\text-3}\)  |                  |                                          |
|                               | \(2^{\text-4}\)  |                  |                                          |
|                               |                  | \(\frac{1}{32}\) |                                          |
Student Response
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Activity Synthesis
Display the completed table, and resolve any questions students have. Questions for discussion:
“How would you make sense of
\(2^{\text-6}\)
?” (I know
\(2^{\text-5}=\frac{1}{32}\)
, and I know that
\(2^{\text-6}\)
would be the result of multiplying by another
\(\frac12\)
. So,
\(2^{\text-6} = \frac{1}{64}\)
.
“How could we figure out the value of
\(7^{\text-2}\)
?” (Possible response: We could rewrite it as
\(\frac{7^0}{7^2}\)
, and then
\(\frac{1}{49}\)
.


aligns: no