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: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
problem_activity: Stage 2: Add Tens or Ones
Required Preparation
Materials to Gather
Connecting cubes in towers of 10 and singles
Number cards 0–10
Materials to Copy
Blackline Masters
Target Numbers Stage 2 Recording Sheet

Narrative
Before playing, students remove the cards that show 0 and 10 and set them aside.
Students add tens or ones to get as close to 95 as possible. Students start their first equation with 25. Students take turns flipping a number card and choosing whether to add that number of tens or ones and write an equation. The sum becomes the first addend in the next round. The player who gets closest to 95 in 6 rounds, without going over, is the winner.


aligns: yes