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 and division and of fractions to multiply and divide rational numbers.

Answer: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

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

shot_info: fl_problem_001097_pos_0

7
standard_description: Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.
problem_activity: Narrative
The purpose of this warm-up is for students to notice that figures composed of two right rectangular prisms can be decomposed in different ways which will be useful when students find the volume of figures composed of two right rectangular prisms in a later activity. While students may notice and wonder many things about these images, comparing the side lengths of the two figures is the important discussion point.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
Activity
1 minute: quiet think time
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
[IMG]
[IMG]
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
“Do you think the pictures show the same figure? Why or why not?” (Yes, they look the same. Yes, I can use the given side lengths to calculate that they are the same.)


aligns: no