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: Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
problem_activity: Problem 1
Jenny buys 2 feet of string. If this is one-third the amount she needs to make a bracelet, how many feet will she need?
a.   Draw a diagram to represent the problem.
b.   Write an expression to represent the problem.
c.   Find how many feet of string Jenny needs.
Problem 2
a.   Match each division expression (cut out from
Template: Fraction Division Sort
) with a situation (cut out from
Template: Fraction Division Sort
). Some expressions do not have a matching situation.
b.   Answer each question. Be prepared to share your reasoning.
Problem 3
a.   Write a story context that can be solved using the expression
$${2\div{1\over4}}$$
.
b.   Write a story context that can be solved using the expression
$${{1\over3}\div4}$$
.


aligns: yes