few_shots: 
Example:
Problem/activity:
For each pair of numbers, determine if the values are equivalent. Explain your reasoning for each one.
a.
$$-0.25$$
and
$$\frac{1}{-4}$$
b.
$$-\left ( \frac{1}{4} \right )$$
and
$$\frac{-1}{-4}$$
c.
$$\frac{-1}{4}$$
and
$$-\frac{1}{4}$$


Concept/skill: 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Answer: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_001097_neg_0

7
standard_description: Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
problem_activity: Stage 1: Make 5
Required Preparation
Materials to Gather
5-frames
Counters
Number cards 0–10
Materials to Copy
Blackline Masters
Find the Pair Stage 1 Recording Sheet

Narrative
Before playing, students remove the cards that show numbers greater than 5 and set them aside.
Partner A asks their partner for a number that would make 5 when added to the number on one of their cards. If Partner B has the card, they give it to Partner A and Partner A gets a match. If not, Partner A chooses a new card. When students make the target number 5, they put down those two cards and write an expression to represent the combination. Students continue playing until one player runs out of cards. The player with the most pairs wins.


aligns: no