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: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
problem_activity: Stage 1: Numbers to 99 by 1
Required Preparation
Materials to Gather
Dry erase markers
Sheet protectors
Materials to Copy
Blackline Masters
Write the Number Stage 1 Gameboard

Narrative
Students count by 1 and choose whether to count forward or backward. Gameboards go from 39–60, 69–90, and 78–99.


aligns: no