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, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: im_task_000157_pos_0

3
standard_description: Fluently add and subtract within 5.
problem_activity: Find the roots by factoring each of the following quadratic equations.
Additionally, for each equation, identify:
If the function has symmetry around the
y
-axis
If the root is a double root and the same as the vertex
The
y
-intercept
The vertex
a.
$${3x^2-27=0}$$
b.
$${2x^2+7x-15=0}$$
c.
$${4x^2-10x+25=0}$$


aligns: no