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: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
problem_activity: Narrative
The purpose of this Number Talk is for students to interpret a fraction as division of the numerator by the denominator. The strategies elicited here will be helpful later in the lesson when students match division situations, expressions, and diagrams. In this activity, students have an opportunity to notice and make use of structure (MP7) because the divisor stays the same.
Launch
Display one problem.
“Give me a signal when you have an answer and can explain how you got it.”
Activity
1 minute: quiet think time
Record answers and strategy.
Keep problems and work displayed.
Repeat with each problem.
Student Facing
Find the value of each expression mentally.
\(35 \div 7\)
\(1 \div 7\)
\(36 \div 7\)
\(37 \div 7\)
Student Response
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Activity Synthesis
“What patterns do you notice?” (The solutions for
\(35 \div 7\)
,
\(36 \div 7\)
,
\(37 \div 7\)
increase by
\(\frac {1}{7}\)
)
“If we kept increasing the dividend by 1, what would be the next whole number quotient?” (6)


aligns: no