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: Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.
problem_activity: Narrative
The purpose of this activity is for students to put numbers 1–20 in order.
MLR8 Discussion Supports.
Invite each group to chorally read numbers 1–20 in order once the group agrees on the order. Listen for and clarify questions.
Advances: Speaking, Conversing
Required Materials
Materials to Copy
Number Cards 1-20
Required Preparation
Create a set of cards from the blackline master for each group of 4.
Launch
Groups of 4
Give each group of students a set of number cards, not in sequence.
Activity
“Work with your group to put the numbers in order from 1 to 20.”
3 minutes: small-group work time
“Once your group agrees that the numbers are in the correct order, write the numbers in order from 1 to 20.”
3 minutes: independent work time
Student Facing
Write the numbers in order.
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Student Response
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Activity Synthesis
“How did you decide the order of the numbers?”
Display numbers 1–12 in order.
“Clare is putting the numbers in order. What would you say to her to help her find the number that comes next?” (Look for 13 because it comes after 12. Look for the number that has a 3 because the last number has a 2.)


aligns: no