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: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Use equivalent fractions as a strategy to add and subtract fractions.

Understand decimal notation for fractions, and compare decimal fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Apply and extend previous understandings of multiplication and division to multiply and divide fractions.

Extend understanding of fraction equivalence and ordering.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Develop Understanding of fractions as numbers.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Narrative
The purpose of this True or False is for students to demonstrate strategies they have for using equivalent fractions to add and subtract fractions with different denominators. These mental calculations prepare students for working with more complex common denominators during this lesson.
Launch
Display one statement.
“Give me a signal when you know whether the statement is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each statement.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\(\frac{1}{4}+\frac{2}{4}=\frac{3}{4}\)
\(\frac{1}{2}+\frac{1}{4}=\frac{2}{4}\)
\(\frac{3}{4}-\frac{1}{2}=\frac{2}{4}\)
Student Response
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Activity Synthesis
“How can we find the correct value of
\(\frac{3}{4}-\frac{1}{2}\)
?” (
\(\frac{1}{2}=\frac{2}{4}\)
so
\(\frac{3}{4}-\frac{2}{4}=\frac{1}{4}\)
.)


correct_option_index: 1