few_shots: 
Example:
Concept/skill: 
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:
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: 
No. Completing this task does not involve representing fractions on a number line diagram.

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_neg_0

3
standard_description: Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ³ 1.
problem_activity: Problem 1
Given the graph below, over which interval is the average rate of change the greatest? Explain your reasoning.
[IMG]
a. Between
$${f(4)}$$
and
$${f(10)}$$
b.
$${10 \leq x \leq 15}$$
c. Between
$${(0,0)}$$
and
$${(4,11)}$$
d. From
$${x=0}$$
to
$${x=10}$$
Problem 2
The table below defines the relationship
$${y=f(x)}$$
.
Find the average rate of change from
$${f (0)}$$
to
$${f(5)}$$
.
|  $$x$$   | 0  | 0  | 4 | 5 |
|----------|----|----|---|---|
| $$f(x)$$ | 26 | 17 | 5 | 1 |
Problem 3
You leave from your house at 12:00 p.m. and arrive to your grandmother’s house at 2:30 p.m. Your grandmother lives 100 miles away from your house.
What was your average speed over the entire trip from your house to your grandmother’s house?


aligns: no