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} $

Description: 
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, assess whether the following problem or activity aligns with the provided description.

shot_info: im_task_000157_pos_0

3
standard_description: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.
problem_activity: Narrative
The purpose of this activity is for students to represent a number from 1–10 in different ways. Students write the number, use objects to create groups, and draw groups of images. Students use these representations while they take a gallery walk in the next activity. Students use appropriate tools strategically as they choose which objects to use and how to organize them to represent their number (MP5).
Representation: Internalize Comprehension.
Students would benefit from recalling the previous activity where they created a poster. Begin by asking, “Does anyone remember doing a previous activity where you had to create a poster?” Invite students to share what expectations and strategies they used in the prior activity and determine if any of those are applicable in this activity.
Supports accessibility for: Social-Emotional Functioning
Required Materials
Materials to Gather
Chart paper
Colored pencils, crayons, or markers
Connecting cubes or counters
Required Preparation
Each group of 2 needs 1 half sheet of chart paper.
Launch
Groups of 2
Give each group a half-sheet of chart paper and access to crayons or colored pencils and connecting cubes or counters.
“Work with your partner to choose a number from 1–10 to show in many different ways.”
1 minute: partner discussion
“Show your number in as many different ways as you can.”
Activity
5 minutes: partner work time
Student Response
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Activity Synthesis
“What are some different ways you and your partner showed your number?” (We counted out 5 cubes. We wrote the number 5. We drew groups of 5 images. We showed that it is 1 more than 4 and 1 less than 6.)


aligns: no