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: Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph.
problem_activity: Below is an illustration of an aquarium. There are four possibilities of changes that affect the water level: addition/removal of a rock, insertion/removal of a plug, turn on/off the faucet, use the bucket to add/remove water.
[IMG]
The graph below shows the height of the water in the aquarium over a 17-minute time interval. Write a story from the point of view of someone watching what is going on with the aquarium to produce the given graph.
[IMG]
The graph given above is a simplified version of reality. What simplifying assumptions did we make when we created the graph?


aligns: yes