few_shots: 
Example:
Concept/skill: 
Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.

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: 
Yes. This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).

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_pos_0

7
standard_description: Correctly name shapes regardless of their orientations or overall size.
problem_activity: Task
Materials
10-15 quart plastic bags of various counters (different numbers of counters in each bag)
A recording sheet for the activity with pictures of counters and lines for recording the total number of objects
A teacher completed recording sheet with the correct numbers written for each item
[IMG]
Action
The students choose a bag they have not counted. They are given the directions to count the items in the bag and record the number on the line next to the picture of the item in the bag.  The students will then check their answers against the teacher-prepared recording sheet.  If the activity is done in committee, the teacher should ask each student, “How many  (triangles) were in the bag?”  If the activity is done daily, the teacher should ask four or five different students, “How many  (triangles) were in the bag?”  The process is repeated until time runs out or all bags of stuff have been counted.


aligns: no