few_shots: Example:
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} $

Standard options: 
A. Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
B. 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.
C. Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.


Your response:
Thought: By arranging the fractions in this problem, students learn to compare fractions by reasoning about their size.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_000157

3
options: Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
problem_activity: Warm-up
This warm-up encourages students to analyze the structure and value of expressions, and to connect them to the process of calculating a mean.  Each expression has one obvious reason it does not belong, however, there is not one single correct answer.
As students discuss in small groups, listen for ideas related to finding the mean of a data set. Highlight these ideas during whole-class discussion.
Launch
Arrange students in groups of 2–4. Display the expressions for all to see. Give students 1 minute of quiet think time, and ask them to indicate when they have noticed one expression that does not belong and can explain why. When the minute is up, ask them to share their thinking with their small group, and then, together, find at least one reason each expression doesn't belong.
Student Facing
Which expression does not belong? Be prepared to explain your reasoning.
\(\displaystyle \frac {8+8+4+4}{4}\)
\(\displaystyle \frac {10+10+4}{4}\)
\(\displaystyle \frac {9+9+5+5}{4}\)
\(\displaystyle \frac {6+6+6+6+6}{5}\)
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
Ask each group to share one reason why a particular expression does not belong. Record and display the responses for all to see. After each response, ask the class if they agree or disagree. Since there is no single correct answer to the question, attend to students’ explanations and ensure the reasons given are reasonable. If students give unsubstantiated claims, ask them to substantiate them.
At the end of the discussion, ask students which expression or expressions most represent how they would find the mean of a data set. There is a reason each expression (other than C) could represent how they would find the mean of a data set, however, highlight reasoning about the number of terms in the numerator being the same as the value of the denominator (e.g., there are 5 terms in the numerator and the denominator is 5).


correct_option_index: 2