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: Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
problem_activity: A vase in the shape of a rectangular prism measures
$$9\frac{1}{2}$$
inches tall, and has a
$$4$$
inch square base.
a.   If the vase is filled
$$\frac{3}{4}$$
of the way with water, how much water is in the vase?
b.   The vase came in a cardboard box. Each dimension of the box was
$$\frac{1}{2}$$
inch greater than the dimensions of the vase. How much cardboard was used to make the box?


aligns: yes