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: Define appropriate quantities for the purpose of descriptive modeling.
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