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 and division and of fractions to multiply and divide rational numbers.

Answer: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

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_pos_0

7
standard_description: Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).
problem_activity: Task
One online source suggests that exploiting solar energy makes sense in an area that receives $9\frac{kWh}{m^2}$ of solar energy per day and does not make sense in an area that receives only $2\frac{kWh}{m^2}$ of solar energy per day. Does it make sense to exploit solar energy in Santa Rosa?


aligns: no