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: Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
problem_activity: Suppose Brett and Andre each throw a baseball into the air. The height of Brett's baseball is given by
$${h(t)=-16t^2+79t+6}$$
where
$$h$$
is in feet and
$$t$$
is in seconds. The height of Andre's baseball is given by the graph below.
[IMG]
Brett claims that his baseball went higher than Andre’s, and Andre says that his baseball went higher.
Who is right?
How long is each baseball airborne?
Construct a graph of the height of Brett’s throw as a function of time on the same set of axes as the graph of Andre’s throw, and explain how this can confirm your claims to parts (a) and (b).


aligns: no