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: Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.
problem_activity: Task
Suppose $f$ is the map of the plane which takes each point $(x,y)$ to the point $(x-3,y)$ and $g$ is the map of the plane that takes each $(x,y)$ to $(3x,y)$.
Below is a triangle $ABC$.
[IMG]
Show the image of $\triangle ABC$ after applying each of the maps $f$ and $g$.
Does $f$ preserve distances and angles? Explain.
Does $g$ preserve distances and angles? Explain.


aligns: no