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: Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (x, y) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.
problem_activity: Problem 1
What is an equation of the line represented in the graph below?
[IMG]
Problem 2
Four lines were used to define the edges of the trapezoid shown below.
[IMG]
Write an equation for each line described below.
a.   Line that passes through points
$$A$$
and
$$B$$
b.   Line that passes through points
$$B$$
and
$$C$$
c.   Line that passes through points
$$C$$
and
$$D$$
d.   Line that passes through points
$$D$$
and
$$A$$
Problem 3
Optional: Play the memory
Matching Game
with linear equations and graphs. Note that this requires some advance preparation.
Directions for students:
Find a partner and clear off your desks.
Separate the cards into a pile with equations and a pile with graphs.
Turn the equation cards over and organize them into rows/columns on one desk.
Turn the graph cards over and organize them into rows/columns on another desk.
On the first person’s turn, turn over an equation card and a graph card. If the cards match, then the player gets to keep the cards. If they do not match, turn the cards over in the same spot. The turn is over.
NOTE: If the player believes she or he has a match, then the player must prove that there is a match. The other player has the option to disagree and explain why. If the other player is right (and the first player was mistaken), then the other player gets to keep the card and then take a turn.
Repeat step 5 for the second player’s turn.
The game is over when all cards have been matched. The person with the most number of pairs wins the round. Another round may be played.


aligns: yes