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: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies (include groups with up to ten objects).
problem_activity: Narrative
The purpose of this warm-up is for students to practice the verbal count sequence to 10 and show quantities on their fingers.
Launch
“Count to 10 with your fingers. Each time you say a number, put up 1 finger.”
Count to 10 as a class using fingers.
Activity
“As you count and put up your fingers, I will write the numbers.”
Write numbers 1–10 as students count and put up their fingers.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Point to “3” and say “Hold up 3 fingers.”
Repeat with 5, 6, and 10.


aligns: yes