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: Problem 1
Sets of utensils for lunch come in cartons of ten. Those cartons of ten come in boxes of ten. Those boxes of ten come in packages of ten.
Ms. Ruizdeporras has 4 packages, 2 boxes, 5 cartons, and 9 individual sets. After one week, she has 2 packages, 1 box, 7 cartons, and 1 individual sets left. How many sets of utensils did Ms. Ruizdeporras use in one week?
Problem 2
Estimate. Then solve.
a.   __________ = 22,397 – 3,745
b.   214,290 = 193,007 + __________
Problem 3
The paper mill produced 73,458 boxes of paper this month. Last month, it produced 65,606 boxes of paper. How many more boxes of paper did it produce this month compared to last month?


aligns: no