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: Add up to four two-digit numbers using strategies based on place value and properties of operations.

Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900.

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.

Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
problem_activity: Narrative
This Number Talk encourages students to think about how to use the addition and subtraction facts they know and their understanding of place value to mentally find values of expressions. The strategies elicited here will be helpful as students use the facts they know to develop fluency with addition and subtraction within 100.
Students may notice that calculating
\(6 - 3\)
is repeated in each expression and use this to mentally find the values (MP8). Students must also attend to precision in how they describe how they use known facts or other methods (MP6), especially when they describe subtracting by place. Encourage students to tell more about their strategy if they use unclear language to describe their method and to reflect on how their description could be interpreted differently without more precise language. For example, if students say they knew
\(66-30=36\)
because they know
\(6-3\)
, ask students to explain how that fact helped them subtract.
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(6 - 3\)
\(66 - 3\)
\(66 - 30\)
\(66 - 33\)
Student Response
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Activity Synthesis
“How is each expression like
\(6 - 3\)
? How are the expressions different?” (Each expression has the digits 6 and 3. In each expression you could use what you know about
\(6 - 3\)
. Some expressions you are finding 6 ones
\(-\)
3 ones. In some expressions you are finding 6 tens
\(-\)
3 tens.)


correct_option_index: 2