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

shot_info: fl_problem_001097_pos_0

7
standard_description: Rewrite expressions involving radicals and rational exponents using the properties of exponents.
problem_activity: Task
How many one-hundred dollar bills do you need to make \$2,000? \$20,000?
How many ten dollar bills do you need to make \$2,000? \$20,000?
How many dimes do you need to make \$0.20? \$2? \$20?
How many pennies do you need to make \$0.02? \$0.20? \$2?
Use the answers to the questions above to fill in the table:
{"table": [{"tbody": [{"tr": [{"td": [{"_value": "$A$"}, {"_value": "$B$"}, {"_value": "$A\\div B$"}]}, {"td": [{"_value": "2"}, {"_value": "0.01"}, {}]}, {"td": [{"_value": "20"}, {"_value": "0.1"}, {}]}, {"td": [{"_value": "200"}, {"_value": "1"}, {}]}, {"td": [{"_value": "2,000"}, {"_value": "10"}, {}]}, {"td": [{"_value": "20,000"}, {"_value": "100"}, {}]}]}]}]}
What changes (and how does it change) and what stays the same as you move from row to row down the table?


aligns: no