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: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
problem_activity: Narrative
This warm-up prompts students to visualize the idea of arranging angles around a point and adding their measurements as more pieces are added. The angles are familiar angles:
\(90^\circ\)
,
\(180^\circ\)
, and
\(270^\circ\)
. Students previously arrived at these benchmarks by decomposing a full turn or
\(360^\circ\)
. Here, they compose a full turn from
\(90^\circ\)
angles.
The work here familiarizes students with the context and mathematics that might be involved later in the lesson. In the subsequent activities, students will compose and decompose paper cutouts of angles to determine angle measurements.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
[IMG]
Student Response
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Activity Synthesis
“What angles do you think are the measurement of each angle?” (They look like
\(90^\circ\)
,
\(180^\circ\)
, and
\(270^\circ\)
angles.)
“How do you know?” (If the paper is a rectangle, then the corner pieces are right angles or
\(90^\circ\)
each. Two of the corner pieces would be
\(90+90\)
. Three pieces would be
\(90+ 90+90\)
.)
“What angle would we get if we add the last corner piece?” (
\(360^\circ\)
)


aligns: no