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: Extend polynomial identities to the complex numbers. For example, rewrite x^(2) + 4 as (x + 2i)(x – 2i).
problem_activity: Problem 1
Below is the graph and equation of the function
$$f$$
.
$$f(x)=(x-2)(x-5)\over(x-2)(x+1)$$
[IMG]
And below is the graph and equation of the function
$$g$$
.
$$g(x)={(x-5)\over(x+1)}$$
[IMG]
How are the functions
$$f$$
and
$$g$$
similar Different?
Problem 2
How are the functions
$${g(x)}$$
and
$${h(x)}$$
different? Similar?
$${g(x)}={x^2\over{x-2}}$$
$${h(x)}={x^2-4\over{(x-2)(x+3)}}$$


aligns: no