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: Recognize area as an attribute of plane figures and understand concepts of area measurement.
problem_activity: Problem 1
Which of the rectangles on
Template: Compare Rectangles
has the greatest area? Show or explain your thinking.
Problem 2
Area is measured in
square units
. We can cover a shape with unit squares, then count the number of squares that make up a shape to find its area. For example, if a shape is covered by 12 unit squares, it has an area of 12 square units.
a.   Use square tiles to find the area, in square units, of the rectangles in Anchor Task #1.
b.   Build a rectangle with an area of 15 square units.
Problem 3
a.   Use square tiles to find the area of Figures i and ii on
Template: Tile to Find Area
.
b.   Naiche says that figure (ii) has an area of 18 square units because he covered it with 18 square tiles, as shown below.
[IMG]
Do you agree with Naiche? Explain your reasoning.
Problem 4
Use square tiles to find the approximate area of the figure on
Template: Tile to Approximate Area
.


aligns: yes