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
$$-\frac{1}{4}$$


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
Thought: This problem involves understanding fractions, multiplication, and division.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Understand place value.

Perform operations with multi-digit whole numbers and with decimals to hundredths.

Generalize place value understanding for multi-digit whole numbers.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Understand the place value system.

Work with numbers 11–19 to gain foundations for place value.

Use place value understanding and properties of operations to perform multi-digit arithmetic.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Extend the counting sequence.

Use place value understanding and properties of operations to perform multi-digit arithmetic. (A range of algorithms may be used.)

Use place value understanding and properties of operations to add and subtract.
problem_activity: Narrative
This optional activity gives students another opportunity to practice identifying multiples of some powers of 10 that border a given number and identify the nearest ones. As before, students may use number lines to support their reasoning, but here the number lines are unlabeled.
Launch
Groups of 2
Activity
“Work independently for a few minutes. Then, discuss your responses with your partner.”
5 minutes: independent work time
2 minutes: partner discussion
Student Facing
Answer each question. Label and use the number lines if they are helpful.
Is 425,193 closer to 400,000 or 500,000?
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Is 425,193 closer to 420,000 or 430,000?
[IMG]
Is 425,193 closer to 425,000 or 426,000?
[IMG]
Is 425,193 closer to 425,100 or to 425,200?
[IMG]
Is 425,193 closer to 425,190 or to 425,200?
[IMG]
For the number 425,193:
The nearest multiple of 100,000 is _______________.
The nearest multiple of 10,000 is _______________.
The nearest multiple of 1,000 is _______________.
The nearest multiple of 100 is _______________.
The nearest multiple of 10 is _______________.
Student Response
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Activity Synthesis
Invite students to share their responses and reasoning.
“Which nearest multiples were you able to identify fairly easily?”
“Which were a bit more challenging, if any? Why might that be?”


correct_option_index: 2