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: Represent and solve problems involving multiplication and division.

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

Use properties of operations to generate equivalent expressions.

Work with addition and subtraction equations.

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

Create equations that describe numbers or relationships

Interpret the structure of expressions.

Write and interpret numerical expressions.

Work with radicals and integer exponents.

Perform arithmetic operations on polynomials.

Write expressions in equivalent forms to solve problems.

Gain familiarity with factors and multiples.

Multiply and divide within 100.

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

Represent and solve problems involving addition and subtraction.

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

Represent and analyze quantitative relationships between dependent and independent variables.

Generate and analyze patterns.

Reason about and solve one-variable equations and inequalities.

Solve systems of equations.

Use polynomial identities to solve problems.

Represent and solve equations and inequalities graphically.

Add and subtract within 20.

Solve equations and inequalities in one variable.

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

Apply and extend previous understandings of arithmetic to algebraic expressions.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

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

Analyze patterns and relationships.

Rewrite rational expressions.

Use the four operations with whole numbers to solve problems.

Understand the relationship between zeros and factors of polynomials.

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.
problem_activity: Narrative
The purpose of this activity is for students to facilitate the Notice and Wonder they created in the previous activity. Each group takes turns facilitating their Notice and Wonder for another group (or two groups, if time permits).
MLR8 Discussion Supports.
During group work, invite students to take turns sharing their responses. Ask students to restate what they heard using precise mathematical language and their own words. Display the sentence frame: “I heard you say . . .” Original speakers can agree or clarify for their partner.
Advances: Listening, Speaking
Required Materials
Materials to Gather
Chart paper
Markers
Required Preparation
Each group of 3-4 from the previous activity needs 1 piece of chart paper and a marker.
Launch
Groups of 3–4 from the previous activity
Give each group a piece of chart paper and a marker to record responses.
“Now, work with another group and take turns facilitating the Notice and Wonder activity you created.”
Activity
10–12 minutes: small–group work time
Remind groups to switch roles after 5–6 minutes.
Student Facing
Display your image for your classmates.
Ask them, “What do you notice? What do you wonder?”
Give them a minute to discuss together.
Ask them to share what they notice and wonder.
Record their ideas.
Student Response
Teachers with a valid work email address can
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for free access to Student Response.
Activity Synthesis
“What did you learn as you facilitated your Notice and Wonder?” (Others might notice or wonder things we did not think of. Recording the ideas helps people understand what is being shared.)


correct_option_index: 0