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: Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.
problem_activity: Task
The goal of this task is to estimate the measure of angles in triangles with integer side lengths.
What are the angle measures in a triangle whose three sides each have length of one unit?  Explain.
What are the approximate measures of the three angles in a triangle whose side lengths are 3, 4, and 5 units respectively? Explain.
What are the approximate angle measures of the three angles in a triangle whose side lengths are 2, 3, and 4 units respectively?


aligns: no