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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (include groups with up to ten objects).
problem_activity: Narrative
The purpose of this warm-up is to allow students to connect language to mathematical representation, which will be useful when students need to compare quantities and numbers in later activities. In the synthesis, students have the opportunity to practice using the language “more” to compare quantities.
This warm-up gives students opportunities to make sense of a problem by acting it out first before thinking about how to solve the problem (MP1).
Launch
Groups of 2
Display and read the story.
“What is the story about?”
30 seconds: quiet think time
Share responses.
Read the story again.
“How can you act out this story?”
30 seconds: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share responses.
Choose a way to represent the story as a class.
Read the story together.
Student Facing
Lin and her brother are setting the table for dinner.
Lin put 8 cups on the table.
Her brother put 6 plates on the table.
Did Lin or her brother put more things on the table?
[IMG]
Student Response
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Activity Synthesis
“Did Lin or her brother put more things on the table? How do you know?” (Lin put more things on the table. When we acted it out, there were 2 plates that did not have any cups, so there were more plates. 8 is more than 6.)
“Tell your partner about 8 and 6 using ‘more.’” (8 is more than 6.)
“8 plates is more than 6 cups. 8 is more than 6.”


aligns: yes