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, in json format:
{
  "explanation": "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: 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.

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.
problem_activity: Warm-up
The purpose of this warm-up is to encourage students to connect the ideas they learned earlier about statistical questions and types of data (categorical and numerical) to the work on describing distributions (center and spread).
There are many ways to interpret the questions and identify how each one is unique. For example, they could say that Question A is about retirement, Question B about jobs, etc. If students begin to depart from thinking in statistical terms, remind them to think about how we might go about answering the questions and what the answers might involve.
Launch
Arrange students in groups of 2–4. Display the questions for all to see. Give students 1 minute of quiet think time and ask students to indicate when they have noticed one question that does not belong and can explain why. When the minute is up, give students 2 minutes to share with their group their reasoning on why a question doesn't belong, and then, together, find at least one reason each question doesn't belong.
Student Facing
Here are four questions about the population of Alaska. Which question does not belong? Be prepared to explain your reasoning.
In general, at what age do Alaska residents retire?
At what age can Alaskans vote?
What is the age difference between the youngest and oldest Alaska residents with a full-time job?
Which age group is the largest part of the population: 18 years or younger, 19–25 years, 25–34 years, 35–44 years, 45–54 years, 55–64 years, or 65 years or older?
Student Response
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Activity Synthesis
Ask each group to share one reason why a particular question 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 for why a question does not belong, attend to students’ explanations and ensure the reasons given are correct.
If students use terms that are essential in this unit (such as center, spread, statistical, non-statistical, numerical data, categorical data, etc.), ask them to explain their meanings in their own words; these are opportunities to reinforce their understanding of the terms and to note any misconceptions. If students give unsubstantiated claims, ask them to substantiate them.


correct_option_index: 2