few_shots: 
Example:
Concept/skill: 
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.

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} $

Answer: 
Yes. By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.

Now, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: im_task_000157_pos_0

3
standard_description: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Problem 1
Three students are partitioning a number line into fourths. Their work is shown.
Chadwick’s number line:
[IMG]
Allan's number line:
[IMG]
Dobrilla's number line:
[IMG]
Whose partitioning makes the most sense to you? Explain your reasoning.
Problem 2
a.
| Locate and label                               $$\frac{3}{4}$$                              and                               $$\frac{6}{4}$$                              . | .. image:: https://d21royfkw9g4l6.cloudfront.net/kQe2ZUaTBYoyNxM10w8iGO_7BJFW5.png |
|------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|
b.
| Locate and label                                 $$\frac{7}{8}$$                                and                                 $$\frac{12}{8}$$                                . | .. image:: https://d21royfkw9g4l6.cloudfront.net/kQe2ZUaTBYoyNxM10w8iGO_7BJFW5.png |
|---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|
c.
| Locate and label                                 $$\frac{2}{3}$$                                and                                 $$\frac{4}{3}$$                                . | .. image:: https://d21royfkw9g4l6.cloudfront.net/kQe2ZUaTBYoyNxM10w8iGO_7BJFW5.png |
|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|
d.
| Locate and label                                 $$\frac{2}{6}$$                                and                                 $$\frac{7}{6}$$                                . | .. image:: https://d21royfkw9g4l6.cloudfront.net/3oblwjHOuDBzsytcrLOy5H_XO8XTR.png |
|--------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------|------------------------------------------------------------------------------------|
e.   How did you partition the number line when you were locating the numbers
$$\frac{7}{8}$$
and
$$\frac{12}{8}$$
? Explain your reasoning.
f.   What patterns did you notice in the fractions you located?
Problem 3
Locate and label a point on the number line for
$$\frac{7}{3}$$
. Be as exact as possible.
[IMG]


aligns: yes