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
$$-\frac{1}{4}$$


Description: 
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, assess whether the following problem or activity aligns with the provided description.

shot_info: fl_problem_001097_neg_0

7
standard_description: Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (This standard is limited to problems posed with whole numbers and having whole number answers; students should know how to perform operations in the conventional order when there are no parentheses to specify a particular order (Order of Operations).)
problem_activity: Narrative
The purpose of this Number Talk is to elicit strategies and understandings students have for adding groups of 2 and groups of 5. These understandings help students develop fluency and will be helpful later in this lesson when students need to be able to use data in scaled bar graphs to solve one- and two-step “how many more” and “how many fewer” problems. Students use the structure of the expressions and repeated reasoning when they use methods based on skip-counting by 2 or 5 or counting on 2 or 5 from a previous known value (MP7, MP8).
Launch
Display one expression.
“Give me a signal when you have an answer and can explain how you got it.”
1 minute: quiet think time
Activity
Record answers and strategy.
Keep expressions and work displayed.
Repeat with each expression.
Student Facing
Find the value of each expression mentally.
\(2 + 2 + 2 + 2 + 2\)
\(2 + 2 + 2 + 2 + 2 + 2\)
\(5 + 5 + 5 + 5 + 5 + 5\)
\(5 + 5 + 5 + 5 + 5 + 5 + 5\)
Student Response
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Activity Synthesis
“What is a strategy that you hadn’t used before that you might use in the future?” (Thinking about one more group if I already know part of the problem. Skip-counting.)
Consider asking:
“Who can restate _____’s reasoning in a different way?”
“Did anyone have the same strategy but would explain it differently?”
“Did anyone solve the problem in a different way?”
“Do you agree or disagree? Why?”


aligns: no