few_shots: 
Example:
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
$$-\frac{1}{4}$$


Concept/skill: 
Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

Answer: 
No. The expressions shown in this problem do not involve multiplying fractions with other fractions, nor whole numbers with fractions.

Now, assess whether the following problem or activity is 'aligned' with the given Common Core standard in Mathematics.

shot_info: fl_problem_001097_neg_0

7
standard_description: Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?
problem_activity: Narrative
The purpose of this activity is for students to practice multiplying fractions. The structure of the activity is identical to the previous one except that the goal is to have the smallest product. Monitor for students who identify the common structure with the previous game and place the larger numbers in the denominator and the smaller ones in the numerator (MP8).
Engagement: Internalize Self-Regulation.
Synthesis: Provide students an opportunity to self-assess and reflect on their own progress. For example, ask students to compare their calculated products to their partner’s. Encourage students to include how each factor impacted the product in their comparisons.
Supports accessibility for: Conceptual Understanding, Language
Required Materials
Materials to Gather
Paper clips
Required Preparation
Each group of 2 needs a paper clip.
Launch
Groups of 2
“We are going to play another round of Fraction Multiplication Compare, but this time the person with the smallest product is the winner.”
“Will you use the same strategy that you used when trying to make the greatest product?" (No because there the goal was to get the biggest product.)
1 minute: quiet think time
1 minute: partner discussion
Give each group a paper clip.
“Play Fraction Multiplication Compare with your partner.”
Activity
10–15 minutes: partner work time
Student Facing
[IMG]
Use the directions to play Fraction Multiplication Compare with your partner.
Spin the spinner.
Write the number you spun in one of the four blank boxes.
Player two spins and writes the number on their game board.
Continue taking turns until all four blank boxes are filled.
Multiply your fractions.
The player with the smallest product wins.
Play again.
Round 1
\(\frac{\boxed{\phantom{111\frac{1}{1}}}}{\boxed{\phantom{111\frac{1}{1}}}}\, \times\, \frac{\boxed{\phantom{111\frac{1}{1}}}}{\boxed{\phantom{111\frac{1}{1}}}}\, =\, \underline{\hspace{1cm}}\)
Round 2
\(\frac{\boxed{\phantom{111\frac{1}{1}}}}{\boxed{\phantom{111\frac{1}{1}}}}\, \times \, \frac{\boxed{\phantom{111\frac{1}{1}}}}{\boxed{\phantom{111\frac{1}{1}}}}\, = \,\underline{\hspace{1cm}}\)
What strategy did you use to choose where to write the numbers?
Student Response
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Activity Synthesis
“How was this game the same as the earlier version of Fraction Multiplication Compare?” (I knew where to put big numbers like 8 and 9 and small numbers like 1 and 2. It was hard to know where to put the middle numbers like 4 or 5.)
“How did your strategy change when trying to make the smallest product?” (It was the opposite of the first game. I tried to put the biggest numbers in the denominator and the smallest numbers in the numerator).


aligns: no