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: Find inverse functions.
problem_activity: Problem 1
Below is the parent function of a quadratic function:
[IMG]
Given the equation in vertex form and the corresponding graph, identify the transformations to each function.
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Problem 2
A quadratic equation is
decreasing over the interval
$${-\infty < x < 3}$$
increasing over the interval
$${3 < x < \infty}$$
and has a rate of change of zero at
$${x=3}$$
.
Describe how each of the three graphs below fit this description.
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aligns: no