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: Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
problem_activity: Warm-up
The purpose of this activity is to remind students of a few details to keep in mind when doing arithmetic with signed numbers, particularly that subtracting a number has the same result as adding its opposite, and the sign of the product when multiplying two negative numbers, or a positive by a negative number.
Student Facing
Sort these into two groups, so that the expressions in each group all have the same value.
\(3-5\)
\(5+3\)
\(4 \boldcdot 2\)
\(\text- \frac13 \boldcdot 6\)
\(5 - \text-3\)
\(\text-4 \boldcdot \text-2\)
\(3 + \text-5\)
\(\frac13 \boldcdot \text-6\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Use students’ explanations for why expressions are equal to draw attention to things to keep in mind when doing arithmetic on signed numbers. For example:
Subtracting a number has the same result as adding its opposite.
\(3-5=3+\text-5\)
Multiplying a negative number by a negative number results in a positive product.
\(\text-4  \boldcdot \text-2\)
and
\(4 \boldcdot 2\)
are both equal to 8.
Multiplying a negative number by a positive number results in a negative product
\(\text- \frac13 \boldcdot 6\)
and
\(\frac13  \boldcdot \text-6\)
are both equal to -2.


aligns: no