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: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. For example, partition a shape into 4 parts with equal area, and describe the area of each part as 1/4 of the area of the shape.
problem_activity: Narrative
The purpose of this activity is to deepen students’ understanding that a shape can belong to multiple categories because of its attributes. Students analyze shapes and determine all the ways that each one could be named. The names may refer to a broad category such as triangle or quadrilateral, or a narrower subcategory such as rhombus or rectangle. As they name the different categories students need to be precise both about the meaning of the categories and verifying the properties of the different shapes (MP6).
MLR8 Discussion Supports.
Synthesis: For each observation that is shared, invite students to turn to a partner and restate what they heard using precise mathematical language.
Advances: Listening, Speaking
Engagement: Provide Access by Recruiting Interest.
Leverage choice around perceived challenge. Invite students to select at least 4 of the 6 problems.
Supports accessibility for: Organization, Attention, Social-Emotional Skills
Launch
Groups of 2
“Look at the quadrilateral in the first problem. Work independently to circle all the names that you could use to describe the quadrilateral. Be prepared to share your reasoning.”
1 minute: independent work time
“Discuss your responses and reasoning with your partner.”
2 minutes: partner discussion
Share responses.
Activity
“Complete the rest of the problems independently. Be prepared to explain your reasoning.”
3–5 minutes: independent work time
“Now, discuss your answers with your partner. Be sure to explain your reasoning for each way you described the shape. Also, be sure to ask your partner if you have any questions about their reasoning.”
5–7 minutes: partner discussion
Monitor for students who notice that some shapes can be described using multiple terms.
Student Facing
Select
all
the ways you could describe each shape. Be prepared to explain your reasoning.
1
[IMG]
triangle
quadrilateral
square
rhombus
rectangle
2
[IMG]
triangle
quadrilateral
hexagon
rhombus
rectangle
square
3
[IMG]
triangle
quadrilateral
pentagon
rhombus
rectangle
square
4
[IMG]
triangle
quadrilateral
hexagon
rhombus
rectangle
square
5
[IMG]
hexagon
quadrilateral
triangle
square
rectangle
rhombus
6
[IMG]
hexagon
quadrilateral
triangle
rhombus
rectangle
square
Student Response
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for free access to Student Response.
Advancing Student Thinking
If students use only one name for a shape that can be named in multiple ways, consider asking:
“How did you describe the shape?”
“Are there any other names that could be used to describe the shape?”
Activity Synthesis
Select 1–2 students to share the terms they selected for each of the last four quadrilaterals and their reasoning.
Consider asking:
“Who can restate _____’s reasoning in a different way?”
“Does anyone want to add on to _____’s reasoning?”
“Do you agree or disagree? Why?”
“The last shape can be described with 4 of the choices. How is it possible that it can be described in so many ways?” (It is a quadrilateral because it has 4 sides. It is a rhombus because it’s a quadrilateral with 4 sides that are the same length. It is a rectangle because it has 4 right angles and 2 pairs of sides that are the same length. It is a square because it has 4 sides that are the same length and 4 right angles. The last three are more specific descriptions of a quadrilateral.)


correct_option_index: 0