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

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options: Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
problem_activity: Task
Sara's doctor tells her she needs between 400 and 800 milligrams of folate per day, with part coming from her diet and part coming from a multi-vitamin. Each multi-vitamin contains 50 mg of folate, and because of the inclusion of other vitamins and minerals, she can only take a maximum of 8 tablets per day.
What are the possible combinations of $n$, number of vitamin tablets taken, and $a$, the amount of dietary folate, which will give Sarah exactly the minimum of 400 mg of folate each day? Express your answers in a table.
What are the possible combinations of vitamin tablets and dietary folate which give the maximum of 800 mg of folate each day?
Now use your tables from parts (i) and (ii) to express your answers as a system of three inequalities. Create a graph of $a$ versus $n$, and compare your graph to your tables from parts (i) and (ii).
Suppose instead of a multi-vitamin, Sara is given a powdered folate supplement she can add to water. She can drink any amount of the supplement she wants per day, as long as she does not exceed 400 mg per day. What are the possible combinations of folate she can ingest from her diet and from the powder? Graph your solution set. How does this graph compare to the graph from part (a)?


correct_option_index: 2

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