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: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7.

Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = �� ÷ 3, 6 × 6 = ?.

Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.

Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
problem_activity: Narrative
The purpose of this activity is for students to build arrays with physical objects and describe the arrays in terms of multiplication. Students focus on where equal groups can be seen in arrays. Students will write expressions and equations to represent arrays in future lessons. In the activity, students are asked to create different arrays with 24 cubes. It is not an expectation of grade 3 for students to find all the arrays for a given number.
When students notice that the rows or columns in an array have the same number of objects and relate this to equal groups, they look for and make use of structure (MP7).
Keep connecting cubes out for the cool-down.
MLR8 Discussion Supports.
Synthesis:
Create a visual display of the various arrays created by the students. As students discuss each array, annotate the display with the language used, such as “array”, “rows”, “columns”, and “equal groups”.
Advances: Speaking, Representing
Representation: Internalize Comprehension.
Synthesis: Invite students to identify what is important or most useful to pay attention to. Display the sentence frame, “The next time I arrange objects in an array, I will remember to . . . .“
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing, Memory
Required Materials
Materials to Gather
Connecting cubes
Required Preparation
Each group of 2 needs 60 cubes.
Launch
Groups of 2
Give each group of 2 students at least 60 connecting cubes.
Activity
7–10 minutes: partner work time
Monitor for students who relate the same number of objects in each row and column in an array to how multiplication expresses equal groups of objects.
Student Facing
Use cubes to make 6 groups of 5.
Arrange them into an array.
Explain or show how the array is related to equal groups.
Count out 20 cubes.
Arrange them into as many arrays as you can.
Explain or show how each array is related to equal groups.
Count out 24 cubes.
Arrange them into as many arrays as you can.
Explain or show how each array is related to equal groups.
Student Response
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Activity Synthesis
Have students share different arrays they made for the last problem.
“Why were you able to create different arrays with 24 objects?” (There are many ways to put 24 things into equal groups.)


correct_option_index: 0