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 problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_001097_neg_0

7
standard_description: Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.
problem_activity: Suppose
$${{\overline{AB}}}$$
is a line segment and
D
is a point not on
$${{\overline{AB}}}$$
as pictured below.
[IMG]
Let
C
be the point so that
$${CD=AB}$$
,
$${\overleftrightarrow {CD} \parallel \overleftrightarrow {AB}}$$
and
ABCD
is a quadrilateral.
Draw
$${\overline {CD}}$$
using constructions.
Explain how you know that
$${\overleftrightarrow {CA} \parallel \overleftrightarrow {DB}}$$
.


aligns: yes