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


Mathematical concept/skill options: 
A. Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers.
B. Reason quantitatively and use units to solve problems.
C. Apply and extend previous understandings of numbers to the system of rational numbers.
D. Represent complex numbers and their operations on the complex plane.
E. Perform arithmetic operations with complex numbers.
F. Compute fluently with multi-digit numbers and find common factors and multiples.
G. Represent and model with vector quantities.
H. Perform operations on vectors.
I. Use properties of rational and irrational numbers.
J. Use complex numbers in polynomial identities and equations.
K. Extend the properties of exponents to rational exponents.
L. Know that there are numbers that are not rational, and approximate them by rational numbers.
M. Perform operations on matrices and use matrices in applications.
N. Apply and extend previous understandings of multiplication and division to divide fractions by fractions.


Your response:
A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001097

7
options: Analyze patterns and relationships.

Understand solving equations as a process of reasoning and explain the reasoning.

Represent and solve problems involving addition and subtraction.

Rewrite rational expressions.

Add and subtract within 20.

Solve equations and inequalities in one variable.

Represent and solve equations and inequalities graphically.

Understand and apply properties of operations and the relationship between addition and subtraction.

Write and interpret numerical expressions.

Solve systems of equations.

Represent and analyze quantitative relationships between dependent and independent variables.

Write expressions in equivalent forms to solve problems.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Work with equal groups of objects to gain foundations for multiplication.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Reason about and solve one-variable equations and inequalities.

Understand the relationship between zeros and factors of polynomials.

Understand the connections between proportional relationships, lines, and linear equations.

Gain familiarity with factors and multiples.

Work with addition and subtraction equations.

Apply and extend previous understandings of arithmetic to algebraic expressions.

Use properties of operations to generate equivalent expressions.

Understand properties of multiplication and the relationship between multiplication and division.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Represent and solve problems involving multiplication and division.

Multiply and divide within 100.

Generate and analyze patterns.

Use polynomial identities to solve problems.

Work with radicals and integer exponents.

Perform arithmetic operations on polynomials.

Interpret the structure of expressions.

Use the four operations with whole numbers to solve problems.

Create equations that describe numbers or relationships

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
problem_activity: Narrative
The purpose of this activity is for students to choose from activities that offer practice adding and subtracting within 10. Students choose from any stage of previously introduced centers.
Shake and Spill
Compare
Number Puzzles
Required Materials
Materials to Gather
Materials from previous centers
Required Preparation
Gather materials from previous centers:
Shake and Spill, Stages 3–5
Compare, Stage 1
Number Puzzles, Stages 1 and 2
Launch
Groups of 2
“Now you are going to choose from centers we have already learned.”
Display the center choices in the student book.
“Think about what you would like to do.”
30 seconds: quiet think time
Activity
Invite students to work at the center of their choice.
10 minutes: center work time
Student Facing
Choose a center.
Shake and Spill
[IMG]
Compare
[IMG]
Number Puzzles
[IMG]
Activity Synthesis
Display nine red counters and cover five yellow counters with a cup.
“We are playing with 14 counters. How many yellow counters are under the cup? How do you know?”


correct_option_index: 4

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