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: Order three objects by length; compare the lengths of two objects indirectly by using a third object.
problem_activity: Stage 2: Numbers to 99 by 10
Required Preparation
Materials to Gather
Dry erase markers
Sheet protectors
Materials to Copy
Blackline Masters
Write the Number Stage 2 Gameboard

Narrative
Students count by 10 and choose whether to count forward or backward. Gameboards go from 3–93, 5–95, and 8–98.


aligns: no