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:
B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001097

7
options: Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
problem_activity: Warm-up
By now students have written many division equations based on verbal descriptions of situations. This warm-up prompts them to go in the other direction: to interpret a division expression and write a fitting question the expression could help answer. Then, they trade descriptions with a partner and reason about the value of the same expression in someone else’s story.
As students write their descriptions, look out for scenarios that are unclear and ask their authors clarifying questions. Select 2–3 students whose descriptions clearly match the expression to share later.
Students may struggle to answer their partner’s question because the descriptions are confusing or do not match the given expression. Encourage them to ask the questions they have about the description, but still try to find the answer to the given expression.
Launch
Arrange students in groups of 2. Explain to students the two halves of this activity: to write a situation and a question that can be represented by the equation
\(12 \div \frac23 = ?\)
, and to trade papers with their partner and find the answer to their partner’s question.
Give 2 minutes of quiet think time for the first question, another minute for the second question, and follow with a whole-class discussion.
Student Facing
Think of a situation with a question that can be represented by the equation
\(12 \div \frac23 = \,?\)
Describe the situation and the question.
Trade descriptions with your partner, and answer your partner’s question.
Student Response
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Anticipated Misconceptions
Some students may struggle writing a context. Ask them to reflect on the work they have done and what the division expression means for them, or suggest that they write related multiplication expressions to help them understand the division expression.
Activity Synthesis
Ask selected students to share their stories with the whole group. After each student shares, have another student explain how the story matches the division equation. Afterward, ask these and other students for the value of the given expression, and write and display the completed division equation for all to see.
If not already mentioned by students, highlight that the answer is the same for all scenarios because they are all based on the same division expression.


correct_option_index: 0