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:
Thought: This problem involves understanding fractions and division to divide rational numbers, such as 1, -4, 4, and -1. This problem also involves an understanding of multiplication: if p and q are integers, then -(p/q) = (-p)/q = p/(-q).
Answer: B

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

7
options: Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.

Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
problem_activity: Narrative
The purpose of this activity is for students to create a poster of their story problem so that others can solve it. Students use these posters in the next activity, in which they solve, and write equations for other students’ story problems. They notice connections between the equation and the written problem and create a poster that communicates their work.
Alternatively, to make this task more challenging, students can rewrite their stories as missing addend story problems.
Required Materials
Materials to Gather
Tools for creating a visual display
Launch
Groups of 2
Give each group tools for creating a visual display.
“Now we’re going to use your story problems from the last activity to make posters so we can show our thinking and challenge each other.”
Activity
“Choose one of the story problems you and your partner wrote. Create a poster with your story problem. Your classmates will solve it in the next activity. So make sure to not include the answer.”
5 minutes: partner work time.
“Take turns sharing your poster with another pair at your table.”
“The pair listening should tell the presenters if their poster is clear and organized.”
5 minutes: group work time.
If needed, give students an opportunity to revise their posters.
Student Response
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Activity Synthesis
“What were some things you changed to make your poster clear and organized for the gallery walk?” (We wrote the story problem bigger. We added a picture to go with my story.)


correct_option_index: 0

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