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: 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.
problem_activity: A statistically-minded state trooper wondered if the speed distributions are similar for cars traveling northbound and for cars traveling southbound on an isolated stretch of interstate highway. He uses a radar gun to measure the speed of all northbound cars and all southbound cars passing a particular location during a 15-minute period. Here are his results:
[IMG]
Draw box plots of these two data sets, and then use the plots and appropriate numerical summaries of the data to write a few sentences comparing the speeds of northbound cars and southbound cars at this location during the fifteen-minute time period.


aligns: no