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: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
problem_activity: Problem 1
The same image of a cat is shown at three different zoom levels on a computer.
[IMG]
What do you notice about what happens to the scale as you zoom in and out on the image?
Problem 2
Your computer shows you a map of Washington Park in Eugene, Oregon. The scale in the bottom right corner of the map tells us that the length of the bar represents 200 feet on the map.
[IMG]
Clicking a resizing button on the computer screen will result in an image of Washington Park, where the exact same-sized bar now represents 150 feet.
a.   Do you think the size of Washington Park under the 150 ft. scale will appear smaller or larger than it was under the 200 ft. scale?
b.   Draw an accurate picture/map of Washington Park under this new 150 ft. scale. Use the handout.
c.   Was your guess in part (a) correct? Can you explain why the size of the map changed as it did?


aligns: no