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: Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.
problem_activity: Task
Imagine Scott stood at zero on a life-sized number line.  His friend flipped a coin 50 times.  When the coin came up heads, he moved one unit to the right. When the coin came up tails, he moved one unit to the left. After each flip of the coin, Scott's friend recorded his position on the number line.
Let $f$ assign to the whole number $n$, when $1 \leq n \leq 50$,
Scott's position on the number line after the $n^{\rm th}$ coin flip. Explain why $f$ is a function.
Write a sentence explaining what $f(5)=5$ means in everyday language.
Before Scott began the random walk, he asked his friend to calculate the probability that $f(3)=0$.  What should his friend respond?


aligns: no