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: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.
problem_activity: Narrative
The purpose of this activity is for students to create a connecting cube tower that is the same length as a given image. In the activity synthesis, students transition from describing the length of an object by comparing it to another object ("The earthworm is the same length as a tower of 8 cubes.") to describing the length of an object as a measurement ("The earthworm is 8 cubes long.").
Required Materials
Materials to Gather
Connecting cubes
Materials to Copy
Lengths of Creepy, Crawly Things
Launch
Groups of 2
Give each student connecting cubes and a copy of the blackline master.
Activity
“We just saw a picture that showed a pencil that was the same length as the purple tower. Use connecting cubes to build a tower that is the same length as each creepy, crawly thing.”
10 minutes: partner work time
Monitor for students who carefully line up the cubes with the endpoints of the images.
Student Response
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Activity Synthesis
Invite previously identified students to share.
Display the image of the caterpillar.
“How did you measure the caterpillar?” (I lined the first cube up with the end of the caterpillar. Then I added cubes until I got all the way to the other end of the caterpillar.)
“Since the tower of 4 cubes is the same length as the caterpillar and each cube has the same length, we can say the caterpillar is 4 cubes long.”
For each animal, invite students to say, “The ______ is ___ cubes long.”


aligns: yes