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: Count to tell the number of objects.

Know number names and the count sequence.

Compare numbers.
problem_activity: Narrative
The purpose of this warm-up is for students to practice the verbal count sequence to 10 and show quantities on their fingers.
Launch
“Count to 10 with your fingers. Each time you say a number, put up 1 finger.”
Count to 10 as a class using fingers.
Activity
“As you count and put up your fingers, I will write the numbers.”
Write numbers 1–10 as students count and put up their fingers.
Student Response
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Activity Synthesis
Point to “3” and say “Hold up 3 fingers.”
Repeat with 5, 6, and 10.


correct_option_index: 0

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