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: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
problem_activity: Problem 1
a.   Solve.
6 × 3 = _____
60 × 3 = _____
60 × 30 = _____
b.   What do you notice about Part (a)? What do you wonder?
Problem 2
a.   Kristen and Rajiv are finding the product 80 × 50. Kristen says to find 8 × 50, then multiply by 10. Rajiv says to find 80 × 5, then multiply by 10.
Will both Kristen and Rajiv’s methods give the correct product? Why?
Write expressions to represent Kristen and Rajiv’s methods.
b.   Find the product 80 × 50.
Problem 3
Estimate the following products.
a.   41 × 32
b.   57 × 45
c.   24 × 77


aligns: no