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: Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.
problem_activity: Task
Bernardo and Silvia play the following game. An integer between 0
and 999, inclusive, is selected and given to Bernardo. Whenever
Bernardo receives a number, he doubles it and passes the result to
Silvia. Whenever Silvia receives a number, she adds 50 to it and
passes the result to Bernardo. The winner is the last person who
produces a number less than 1000. What is the smallest initial number that results in a win for Bernardo?


aligns: yes