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


Topic options: 
A. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
B. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
C. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
D. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
E. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
F. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
G. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
J. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
K. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.


Your response:
Thought: This problem teaches students different ways of writing numbers that express the same value. This helps students better understand the complex number system, which includes rational numbers.
Answer: I

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_001097

7
options: Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
problem_activity: Narrative
This activity gives students opportunities to practice explaining or showing whether two fractions are equivalent. Students may do so using a visual representation, by reasoning about the number and size of the fractional parts in each fraction, or by thinking about multiplicative relationships between the numbers in the given fractions.
Students participate in a gallery walk in which they generate equivalent fractions for the numbers on the posters. Students visit at least two of six posters (or as many as time permits)—at least one poster with two fractions (posters A–C) and one poster with three fractions (posters D–F). Here are the sets shown on the blackline master:
A
​​​​​
\(\frac{2}{10}\)
,
\(\frac{20}{100}\)
B
\(\frac{6}{4}\)
,
\(\frac{18}{12}\)
C
\(\frac{3}{5}\)
,
\(\frac{60}{100}\)
D
​​​​​​
\(\frac{1}{4}\)
,
\(\frac{3}{12}\)
,
\(\frac{30}{100}\)
E
\(\frac{15}{6}\)
,
\(\frac{7}{4}\)
,
\(\frac{30}{12}\)
F
\(\frac{7}{3}\)
,
\(\frac{21}{10}\)
,
\(\frac{28}{12}\)
Because at the posters with two fractions (A–C) students would need to generate an equivalent fraction that hasn’t already been written by others, generating equivalent fractions becomes more difficult as the activity goes on. Consider using this to differentiate for students who may need an additional challenge: start them at the posters with three fractions (D–F).
MLR8 Discussion Supports.
Synthesis. Display sentence frames to support whole-class discussion: “I agree because . . .” and “I disagree because . . . .”
Advances: Speaking, Conversing
Required Materials
Materials to Gather
Sticky notes
Materials to Copy
How Do You Know
Required Preparation
Each group needs 4 sticky notes.
Launch
Groups of 3–4
Give each group 4 sticky notes
Read the task statement as a class. Solicit clarifying questions from students.
Invite a couple of students to recap the directions in their own words or to demonstrate the process, if helpful.
Consider assigning each group a starting poster and giving directions for rotation.
Activity
10 minutes: gallery walk
Tell students who are visiting posters A–C that they could leave feedback about the fraction on a sticky note if they disagree that it is equivalent to the fractions on the poster. They should include their name and be prepared to explain how they know.
Student Facing
Around the room you will find six posters, each showing either two or three fractions.
With your group, visit at least two posters: one with two fractions and one with three fractions.
[IMG]
For the set of 2 fractions:
Explain or show how you know the fractions are equivalent.
Write a new equivalent fraction on a sticky note and add it to the poster. Think of a fraction that hasn’t already been written by someone else.
We visited poster __________, which shows __________ and __________.
New equivalent fraction: __________
For the set of 3 fractions:
Identify 2 fractions that are equivalent. Explain your reasoning.
We visited poster __________, which shows __________, __________, and __________.
Student Response
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Activity Synthesis
See lesson synthesis.


correct_option_index: 4