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: Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output. (Function notation is not required in Grade 8.)
problem_activity: Task
Pictured below are the graphs of four different functions, defined in terms of eight constants:  $a, b, c, k, m, p, q, \text{ and } r.$  The equations of the functions are:
$y=mx+b$
$y=a\cos(x)+c$
$y=qr^x$
$y=kx^p$
[IMG]
Match each equation with its graph.
Use the graphs to answer the following questions.  Justify your answers with appropriate explanations.
Which of the 8 constants are definitely negative?
Which of the 8 constants are definitely positive?
Which of the 8 constants are  definitely greater than zero but less than one?
Which of the 8 constants are definitely greater than one?


aligns: no