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

shot_info: im_task_000157_neg_0

3
standard_description: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
problem_activity: Problem 1
Below are three angles,
$$\angle A$$
,
$$\angle B$$
and
$$\angle C$$
.
[IMG]
Which angle has the greatest measure? How do you know?
Problem 2
Estimate the measure of each angle in Anchor Task 1.
Using a 180° protractor, find the exact measure of each angle in Anchor Task 1.
Problem 3
Use a 180° protractor to find the measure of each angle in degrees.
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Use a 180° protractor to measure the labeled angles in each figure.
[IMG]


aligns: no