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: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.
problem_activity: Problem 1
Geraldo is plotting points on the following coordinate plane.
[IMG]
Geraldo needs to plot the following four points:
(0.8, 12)
(1.6, 18)
(1, 30)
(2, 3)
Can he plot all of his points on the provided coordinate plane? How do you know?
What would be a point that he couldn't fit on the coordinate plane above? How do you know?
Problem 2
Determine the correct scale for the coordinate grid below so that all of the following points can be shown on it:
(12, 4)
(4,
$${1\over2}$$
)
(6,
$$3{1\over2}$$
)
(12,
$$2{1\over2}$$
)
(17, 4)
(16,
$$4{1\over4}$$
)
[IMG]


aligns: no