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:
B

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

3
options: Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

Count to 100 by ones and by tens.

Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
problem_activity: Task
The teacher will need numeral cards 1–10 and 11–20.
This task can be used with a single student or a small group of students. Each student needs his or her own set of numeral cards.
The teacher asks student(s) to put the numbers in order from the smallest number to the biggest number or in the order they would say them if they were counting. Next, students read the numbers in their arranged order (one student at a time). The teacher records each student’s sequence. Students who have numerals out of order may be able to self-correct as they read what they have done. This, too, should be noted.
If students are able to sequence 1–10, trade sets with them so they have only the 11–20 cards. Use the process described above to have students order the cards and read their results, again, recording the responses. To be clear, some students will have a 1–10 set of cards and other students will have a 11–20 set. This lets students struggling with 1–10 to practice and lets the teacher gather information on those students ready for the "teen" numbers.


correct_option_index: 0

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