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: Use properties of operations to generate equivalent expressions.

Interpret the structure of expressions.

Understand the relationship between zeros and factors of polynomials.

Reason about and solve one-variable equations and inequalities.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Understand solving equations as a process of reasoning and explain the reasoning.

Multiply and divide within 100.

Work with addition and subtraction equations.

Use the four operations with whole numbers to solve problems.

Generate and analyze patterns.

Rewrite rational expressions.

Represent and analyze quantitative relationships between dependent and independent variables.

Understand properties of multiplication and the relationship between multiplication and division.

Analyze patterns and relationships.

Solve equations and inequalities in one variable.

Represent and solve equations and inequalities graphically.

Add and subtract within 20.

Represent and solve problems involving multiplication and division.

Gain familiarity with factors and multiples.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Work with equal groups of objects to gain foundations for multiplication.

Solve systems of equations.

Represent and solve problems involving addition and subtraction.

Create equations that describe numbers or relationships

Understand the connections between proportional relationships, lines, and linear equations.

Write and interpret numerical expressions.

Work with radicals and integer exponents.

Write expressions in equivalent forms to solve problems.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use polynomial identities to solve problems.

Understand and apply properties of operations and the relationship between addition and subtraction.

Perform arithmetic operations on polynomials.
problem_activity: Narrative
The purpose of this activity is for students to find the volume of a figure in different ways. The given figure can be decomposed in two ways into rectangular prisms by making different cuts. However, it can also be found using a single, larger rectangular prism by removing a smaller rectangular prism. This provides an opportunity to express its volume as a difference of volumes of rectangular prisms. Students may notice this feature, and it is highlighted in the activity synthesis.
When students decide whether or not they have the same expressions, they need to reason carefully about what “the same” means. They consider if the order of the factors is different, is it the same expression and if the order of the addends is different, is it the same expression. Students use what they know about volume, geometric figures, and the properties of operations to justify the equivalence of the expressions and critique their peers' reasoning (MP2, MP3, MP7).
MLR8 Discussion Supports.
Display sentence frames to support partner discussion: “First, I _____ because . . . .” , “_____ and _____ are the same because . . .”, “_____ and _____ are different because . . .”
Advances: Conversing, Representing
Launch
Groups of 2
“You are going to look for different expressions to calculate the volume of a figure.”
Activity
5 minutes: partner work time
Monitor for students who draw a vertical line to show where they decompose the figure to share during the synthesis.
Student Facing
[IMG]
Write an expression to represent the volume of the figure in unit cubes.
Compare expressions with your partner.
How are they the same?
How are they different?
If they are the same, try to find another way to represent the volume.
Student Response
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Advancing Student Thinking
If students did not see the figure as a cube missing a rectangular prism, ask them to build the figure and the missing piece that can be added to make it a cube.
Activity Synthesis
Invite students to share different expressions for the volume of the figure.
Display expression:
\((3 \times 5 \times 5) + (2 \times 2 \times 5)\)
“How does the expression represent the volume of the figure?” (
\(3 \times 5 \times 5\)
represents the prism that is 3 by 5 by 5 cubes tall and the
\(2 \times 2 \times 5\)
represents the prism that is 2 by 2 by 5 cubes tall.)
If no student wrote the expression
\((5 \times 5 \times 5) – (2 \times 3 \times 5)\)
, display this expression.
“How does the expression show the volume of the figure in cubic units?” (There is a 5 by 5 by 5 cube and a piece has been taken away. The piece that is taken away measures 2 cubes by 3 cubes by 5 cubes.)


correct_option_index: 27