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: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
problem_activity: Warm-up
The purpose of this warm-up is to familiarize students with one of the central graphical representations they will be working with in the lesson. As students notice and wonder, they have the opportunity to reason abstractly and quantitatively if they consider the situation the graph represents (MP2).
Launch
Tell students they will look at a graph, and their job is to think of at least one thing they notice and at least one thing they wonder about the picture. Display the graph for all to see and give 1 minute of quiet think time. Ask students to give a signal when they have noticed or wondered about something.
Student Facing
What do you notice? What do you wonder?
[IMG]
Student Response
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Activity Synthesis
Ask students to share things they noticed and wondered about the graph. Record and display these ideas for all to see. For each of the things students notice and wonder, ask them to reference the graph in their explanation. If no one notices that at every distance from the starting line, there are two associated times (except at 200 meters), bring that to their attention.
If there is time, ask students to make some estimations or guesses for the wonders that refer to the information in the graph. For example, if someone wonders what the title of the graph may be, ask them to create a title that would make sense for this context.


aligns: no