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: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
problem_activity: Task
Each of the 20 students in Mr. Anderson's class timed how long it took them to solve a puzzle. Their times (in minutes) are listed below:
|    Student     |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |
|----------------|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Time (minutes) |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |   |
Display the data using a dot plot.
Find the mean and median of the data. Does it surprise you that the values of the mean and median are not equal? Explain why or why not.


aligns: yes