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: Recognize area as an attribute of plane figures and understand concepts of area measurement.

Relate area to the operations of multiplication and addition.

Measure areas by counting unit squares (square cm, square m, square in, square ft, and improvised units).
problem_activity: Narrative
The purpose of this activity is for students to find the area of rectangles by counting squares. Larger rectangles provide more opportunities for students to practice counting strategies using the structure of the rectangles to group the individual squares (MP7). Rectangles in this activity lend themselves to show groups of twos, fives, or tens in rows or columns. Students may also see other ways to create equal groups within rectangles. For example, the second rectangle with an area of 30 square units can be seen as 3 groups of ten. If students finish quickly, encourage them to confirm the area by counting another way. Emphasize that each area is in square units.
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, such as area or square units.
Advances: Listening, Speaking
Launch
Groups of 2
Activity
“Find the area of each rectangle. Be ready to explain your reasoning.”
5–7 minutes: independent work time
Monitor for counting strategies such as:
Counting the squares in a row or a column and then skip-counting by that number for subsequent rows or columns.
Grouping by twos, fives, tens, or other numbers.
“Now share your strategies with your partner.”
2–3 minutes: partner discussion
Student Facing
Find the area of each rectangle and include the units. Explain or show your reasoning.
[IMG]
[IMG]
[IMG]
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students miscount the square units in the rectangles, consider asking:
“Tell me how you counted the squares.”
“How could you keep track of your count as you count the squares?”
Activity Synthesis
Invite 3–4 previously selected students to share how they found the area of one of the rectangles. Try to highlight a variety of strategies.
Consider asking, “Did your strategy change from rectangle to rectangle?”


correct_option_index: 2