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: Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
problem_activity: Problem 1
Solve. Show or explain your work.
a.
$${{2\over3} }$$
of
$${{4\over5}}$$
b.
$${{4\over9}}\times \frac{5}{8}$$
Problem 2
A farmer’s land measures
$${{7\over8}}$$
of a mile long and
$${{4\over5}}$$
of a mile wide. What is the area, in square miles, of the farmer’s land?


aligns: no