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, in json format:
{
  "explanation": "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 the relationship between numbers and quantities; connect counting to cardinality.

Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
problem_activity: Narrative
The purpose of this activity is for students to develop mathematical questions about their school community. This walk could also take place on the playground or in the local community.
MLR8 Discussion Supports.
Synthesis: As students share their questions, include a drawing or annotation to clarify any questions about context. Invite students to notice common language used in mathematical questions such as: how many, how much, which, more than, taller than, etc.
Advances: Speaking, Representing
Required Materials
Materials to Gather
Clipboards
Paper
Launch
Give each student a clipboard with a blank piece of paper.
“We’re going to take another walk around the school. Your job is to think of math questions that you would like to answer about our school. Use your recording sheet to help you remember what questions you have.”
Activity
15 minutes: whole-class school walk
Student Facing
What math questions do you have about our school?
Student Response
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Activity Synthesis
Invite students to share their questions.
Record student questions on an anchor chart. Keep the chart display during the next activity.


correct_option_index: 0

1