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: Distinguish between situations that can be modeled with linear functions and with exponential functions.
problem_activity: Problem 1
Consider the sequence below.
$${1, \space1,\space 2,\space 3,\space 5,\space 8,\space 13,\space 21, \space34, …}$$
a.   Describe the pattern that you notice. How is each next term determined?
b.   This pattern is famously called the Fibonacci sequence. Write a recursive formula to represent the Fibonacci sequence. Write a formula in sequence notation using
$${a_n}$$
and in formula notation using
$${f(n)}$$
.
c.   If
$${a_{15}=610}$$
and
$${a_{16}=987}$$
, what are the values of
$${a_{17}}$$
and
$${a_{14}}$$
?
Problem 2
For each sequence below, write a recursive formula, in both sequence notation and function notation, to represent the sequence.
a.
$${18,\space 13,\space 8,\space 3,\space -2,\space …}$$
b.
$${4,\space 12,\space 36,\space 108,\space 324,\space …}$$
Problem 3
A sequence is given by an explicit formula, as shown below, where
$$n$$
represents the term number.
$$a_n=4n-1$$
for
$$n\geq1$$
a.   Write the first five terms in the sequence.
b.   Write a recursive formula to represent the sequence.


aligns: no