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: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
problem_activity: Narrative
The purpose of this activity is for students to learn stage 1 of the Match Mine center. Students use positional words to describe the location of pattern blocks within a larger shape. Students may initially describe the shapes generally or use positional words other than those introduced in the previous activity. Students need repeated experiences hearing positional words in order to develop precision with their language (MP6).
MLR8 Discussion Supports.
For each description that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language, specifically positional words.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Pattern blocks
Launch
Groups of 2
Give students access to pattern blocks.
“We are going to learn a new center called Match Mine. Let’s practice describing a shape together.”
Build a shape with 5 pattern blocks.
“How could we describe where the square is in this shape?” (The square is below the hexagon.)
“How could we describe where the triangle is?” (The triangle is next to the square.)
“One partner will build a shape using 5 pattern blocks. Then they will tell their partner about the shape and their partner tries to make the same shape.”
“Remember to use positional words that will help your partner put each pattern block in the right place.”
“Keep your shapes hidden while you build them. When your partner is done making the shape, check to see if they match.”
“Take turns building and describing shapes with your partner.”
Activity
8 minutes: partner work time
Monitor for students who describe the location of each pattern block using positional words.
Activity Synthesis
Display a shape made up of 5 pattern blocks, including a triangle.
“How would you tell your partner where to put the triangle?”


aligns: no