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: Understand the relationship between numbers and quantities; connect counting to cardinality.
problem_activity: Narrative
The purpose of this warm-up is for students to practice the verbal count sequence to 10 and show quantities on their fingers.
Launch
“Count to 10 with your fingers. Each time you say a number, put up 1 finger.”
Count to 10 as a class using fingers.
Activity
“As you count and put up your fingers, I will write the numbers.”
Write numbers 1–10 as students count and put up their fingers.
Student Response
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Activity Synthesis
Point to “3” and say “Hold up 3 fingers.”
Repeat with 5, 6, and 10.


aligns: yes