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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (include groups with up to ten objects).
problem_activity: Problem 1
In a marching band there are 24 trombones and 15 snare drums.
Heather says, “The ratio of trombones to snare drums is 24:15.” Audrey says, “No, the ratio of trombones to snare drums is 8:5.” Who is right and why?
Problem 2
You are making a mixed bag of walnuts and cashews. The ratio of the number of walnuts to the number of cashews you want to use is 5:6. You have 54 cashews to include in the mix. How many walnuts should you add? Justify your answer by showing that the new ratio you created of the number of walnuts to cashews is equivalent to 5:6.
Problem 3
Which of the ratios in the list below are equivalent to the ratio 12:8? Explain or show how you know each ratio is equivalent.
a.   8:12
b.   3:2
c.   2:3
d.   24:16
e.   6:4
f.   6:2
g.   15:10
h.   20:16


aligns: no