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: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Use equivalent fractions as a strategy to add and subtract fractions.

Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
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).


correct_option_index: 4