few_shots: 
Example:
Concept/skill: 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

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


Answer: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

Now, determine whether the following problem or activity can enable students to understand the concepts or skills in the provided description.

shot_info: fl_problem_001097_neg_0

7
standard_description: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
problem_activity: Task
Before a game, Jake's batting average was exactly 0.350.  That is, the decimal expansion of the fraction $$\frac{\text{number of hits}}{\text{times at bat}}$$ is equal to 0.350. During the game, Jake bats 4 times and get 2 hits.  If Jake's batting average after the game is 0.359, how many times had Jake batted before the game? Explain.


aligns: no