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: Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.
problem_activity: Task
Solve each problem using pictures and using a number sentence involving division.
How many fives are in 15?
How many halves are in 3?
How many sixths are in 4?
How many two-thirds are in 2?
How many three-fourths are in 2?
How many $\frac16$’s are in $\frac13$?
How many $\frac16$’s are in $\frac23$?
How many $\frac14$’s are in $\frac23$?
How many $\frac{5}{12}$’s are in $\frac12$?


aligns: no