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


Standard options: 
A. Solve real-world and mathematical problems involving the four operations with rational numbers. (Computations with rational numbers extend the rules for manipulating fractions to complex fractions.)
B. Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.
C. Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.


Your response:
Thought: 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).
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001097

7
options: Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Order three objects by length; compare the lengths of two objects indirectly by using a third object.
problem_activity: Narrative
The purpose of this activity is for students to practice measuring lengths and writing numbers up to 120.
Students choose from any stage of previously introduced centers.
Write Numbers
Estimate and Measure
MLR8 Discussion Supports.
Synthesis: Provide students with the opportunity to rehearse what they will say with a partner before they share with the whole class.
Advances: Speaking
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from:
Write Numbers, Stages 1–3
Estimate and Measure, Stage 1
Launch
Groups of 2
“Now you are going to work on centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do first.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
8 minutes: center work time
“Choose what you would like to do next.”
8 minutes: center work time
Student Facing
Choose a center.
Write Numbers
[IMG]
Estimate and Measure
[IMG]
Activity Synthesis
Display numbers 108, 109, 110, 111, 112.
“What do you notice about these numbers?” (They all have 100. Some have a zero and some don’t. The numbers go in order 8, 9, 10, 11, 12.)


correct_option_index: 0