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: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Warm-up
The purpose of an Estimation warm-up is to practice the skill of estimating a reasonable answer based on experience and known information, and also help students develop a deeper understanding of the meaning of standard units of measure. It gives students a low-stakes opportunity to share a mathematical claim and the thinking behind it (MP3). Asking yourself “Does this make sense?” is a component of making sense of problems (MP1), and making an estimate or a range of reasonable answers with incomplete information is a part of modeling with mathematics (MP4).
Launch
Display the image for all to see. Ask students to silently think of a number they are sure is too low, a number they are sure is too high, and a number that is about right, and write these down. Then, write a short explanation for the reasoning behind their estimate.
Student Facing
[IMG]
How much does a nickel weigh?
Record an estimate that is:
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "too low"}, {"_attributes": {"scope": "col"}, "_value": "about right"}, {"_attributes": {"scope": "col"}, "_value": "too high"}]}]}], "tbody": [{"tr": [{"td": [{}, {}, {}]}]}]}]}
Explain your reasoning.
Student Response
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Activity Synthesis
Ask a few students to share their estimate and their reasoning. If a student is reluctant to commit to an estimate, ask for a range of values. Display these for all to see in an ordered list or on a number line. Add the least and greatest estimate to the display by asking, “Is anyone’s estimate less than
\(\underline{\hspace{.5in}}\)
? Is anyone’s estimate greater than
\(\underline{\hspace{.5in}}\)
?” If time allows, ask students, “Based on this discussion does anyone want to revise their estimate?”
Record the estimates in a place that they can remain until the end of the lesson. In a following activity, students will work to discover the answer.


aligns: no