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: Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four categories. Solve simple put together, take-apart, and compare problems  using information presented in a bar graph.
problem_activity: Stage 5: Cover (up to 20)
Required Preparation
Materials to Gather
Cups
Two-color counters
Materials to Copy
Blackline Masters
Shake and Spill Stage 4 and 5 Recording Sheet (G1 and 2)

Narrative
Students decide together how many counters, between 11–20, to use. Partner A closes their eyes while Partner B shakes, spills, and covers up the yellow counters with a cup. Partner A determines how many counters are under the cup and explains how they know. Both partners record the round. Switch roles and repeat.
Additional Information
Each group of 2 needs a cup and 20 two-color counters.


aligns: no