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: Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
problem_activity: Narrative
The purpose of this activity is for students to facilitate the Estimation Exploration they created in the previous activity for another group in the class. Each group should be paired with another group and they will take turns facilitating their Estimation Exploration for the other group. If time allows, students could facilitate their Estimation Exploration with more than 1 group.
MLR8 Discussion Supports.
At the appropriate time, give students 2–3 minutes to make sure that everyone in their group can explain their Estimation Exploration activity. Invite groups to rehearse what they will say when they share with the whole class.
Advances: Speaking, Conversing, Representing
Required Materials
Materials to Gather
Chart paper
Colored pencils, crayons, or markers
Launch
Groups of 3 or 4
Give each group a piece of chart paper and a marker to record responses.
“Pair up with another group in the class. Each group will present their Estimation Exploration.”
Activity
10–12 minutes: small-group work time
Remind students to switch roles halfway through the time allowed.
Student Facing
Display your image for your classmates.
Ask them, “What is an estimate that’s too high?” “Too low?” “About right?”
Give them a minute of quiet think time.
Give them a minute to discuss together.
Have them share estimates.
Record their ideas.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“What did you learn as you presented your Estimation Exploration?” (I learned that ranges of estimates might be bigger than you expect. I learned that it’s important to understand the size of the items you are trying to estimate or be familiar with it, otherwise you cannot make good estimates.)


aligns: no