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: Use place value understanding to round multi-digit whole numbers to any place.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Stage 2: Any Place
Required Preparation
Materials to Gather
Colored pencils, crayons, or markers
Number cards 0–10
Paper clips
Materials to Copy
Blackline Masters
Tic Tac Round Stage 2 Gameboard
Tic Tac Round Stage 2 Spinner

Narrative
Students remove the cards that show 10 before they start. Then they choose six number cards and make a six-digit number. They spin the spinner to get a place value to round to. Students write their number in any space on the board, each partner using a different color. The first player to get three in a row wins.


aligns: yes