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: Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
problem_activity: Narrative
This warm-up prompts students to analyze an example of subtraction using both the standard algorithm and expanded form. The numbers require decomposing multiple units, which are shown in both strategies. The observations here prepare students to later reason with similar subtraction problems in which more than one decomposition is needed.
Launch
Groups of 2
Display subtraction calculations.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
A
[IMG]
B
[IMG]
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Student Response
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Activity Synthesis
“How are the two examples alike? How are they different?” (In the second one the numbers are written in expanded form, including the numbers that show regrouping.)
“We’ve seen subtraction problems with decomposed units before. How are these different?” (In the problems we have seen so far, only one place needed to be decomposed in order to subtract. In these examples, more than one place needs to be decomposed.)


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