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 the equation y = mx + b as defining a linear function, whose graph is a straight line; give examples of functions that are not linear. For example, the function A = s2 giving the area of a square as a function of its side length is not linear because its graph contains the points (1,1), (2,4) and (3,9), which are not on a straight line.

Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)

Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
problem_activity: Activity
First, students examine several examples of functions and non-functions from the perspective of “Can we figure out . . . ?” Then, they decide which of the functions can be represented by a given expression.
Launch
Allow quiet think time to consider the situations in the first question and answer yes or no. Ensure students understand which ones are functions, and which are not. Then, give students time to complete the table.
Student Facing
For each question, answer yes or no.
It is 50 miles to Tucson. Can we figure out how many kilometers it is to Tucson?
It is 200 kilometers to Saskatoon. Can we figure out how many miles it is to Saskatoon?
A number is -3. Can we figure out its absolute value?
The absolute value of a number is 8. Can we figure out the number?
A circle has a diameter of 8 cm. Can we figure out its circumference?
A circle has a circumference of
\(10\pi\)
cm. Can we figure out its diameter?
A square has a side length of 6 units. Can we figure out its perimeter?
A rectangle has a perimeter of 30 meters. Can we figure out its width?
Which of the relationships are functions?
For each function definition in the table, match it with the situation, write a statement explaining which variable depends on which, and write an example using function notation. An example is done for you.
|    function definition     |                  situation                  |                                                      statement                                                      |    example    |
|----------------------------|---------------------------------------------|---------------------------------------------------------------------------------------------------------------------|---------------|
|     \(m(x) = 0.62x \)      | You know kilometers and want to find miles. | Distance in miles depends on distance in kilometers, or, distance in miles is a function of distance in kilometers. | \(m(100)=62\) |
| \(f(x) = x \boldcdot \pi\) |                                             |                                                                                                                     |               |
|      \(g(x) = 1.6x\)       |                                             |                                                                                                                     |               |
|       \(h(x) = 4x\)        |                                             |                                                                                                                     |               |
|       \(k(x) = |x|\)       |                                             |                                                                                                                     |               |
Student Response
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Activity Synthesis
Invite students to share their responses in the table, and how they know. Emphasize that there are many correct examples one could choose—the thing to understand is how function notation communicates an input and output to the function (or a value of the independent variable and corresponding value of the dependent variable.)


correct_option_index: 1

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