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: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.
problem_activity: Ms. Siva's class recorded how much water, in liters, they drank over the course of the day in the table below.
Make a line plot of the data. Include a title and the correct labels.
| **           Student          ** | **            Amount of water           **  **            (in liters)           ** |
|----------------------------------|------------------------------------------------------------------------------------|
|              Abdur               |                                  $${{3\over4}}$$                                   |
|              Ingrid              |                                  $$1\frac{2}{4}$$                                  |
|              Johann              |                                    $$1\over2$$                                     |
|              Laura               |                                       $$2$$                                        |
|             Brendan              |                                       $$1$$                                        |
|              Loris               |                                   $$1{1\over2}$$                                   |
|             Adelaide             |                                 $$2{{{1\over4}}}$$                                 |
|              Felix               |                                  $${2{3\over4}}$$                                  |


aligns: no