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: Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.
problem_activity: Narrative
This warm-up prompts students to compare four representations. The reasoning here prepares students to connect the previous multiplication work to the division work of this lesson. It gives students an opportunity to use precise terms such as “factors,” “product,” and “quotient” in making comparisons (MP6). During the synthesis, ask students to explain the meaning of any terminology they use.
Launch
Groups of 2
Display images and expression.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2-3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn’t belong?
A
[IMG]
B
[IMG]
C
[IMG]
D
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“What equation can each diagram represent?” (The array represents
\(4\times6=24\)
because there are 4 rows of 6 dots, and there are 24 dots in the array. The area diagram could represent
\(4\times7=28\)
or
\(28\div4=7\)
since the sides are 4 and 7, and the area is 28. The tape diagram could represent
\(24\div3={?}\)
or
\(3\times{?}=24\)
because we know the total is 24 and there are 3 groups, but we don’t know how many are in each group.)


aligns: no