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: Visualize relationships between two-dimensional and three-dimensional objects.

Translate between the geometric description and the equation for a conic section.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Analyze, compare, create, and compose shapes.

Make geometric constructions.

Understand and apply theorems about circles.

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Use coordinates to prove simple geometric theorems algebraically.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Apply trigonometry to general triangles.

Define trigonometric ratios and solve problems involving right triangles.

Understand congruence in terms of rigid motions.

Understand similarity in terms of similarity transformations.

Understand and apply the Pythagorean Theorem.

Reason with shapes and their attributes.

Prove theorems involving similarity.

Experiment with transformations in the plane.

Understand congruence and similarity using physical models, transparencies, or geometry software.

Classify two-dimensional figures into categories based on their properties.

Apply geometric concepts in modeling situations.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Find arc lengths and areas of sectors of circles.

Explain volume formulas and use them to solve problems.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Prove geometric theorems.

Solve real-world and mathematical problems involving area, surface area, and volume.
problem_activity: Task
[IMG]
Here is a map of part of Downtown Salt Lake City. You are starting at the corner of 11th Ave. and D St. (on the star).
If you walk East to I St., South to 7th Ave., West to D St. and then North to your starting point, how many blocks will you have walked in total? Describe the shape of your path.
Draw and describe in words at least two different ways that you can walk exactly 8 blocks and end up where you started.
Jessica said the path she took on her walk enclosed a polygon that had an area of 6 square blocks.  Draw some possible shapes that her walk could have taken.  Was her path necessarily rectangular?


correct_option_index: 26