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: Understand that patterns of association can also be seen in bivariate categorical data by displaying frequencies and relative frequencies in a two-way table. Construct and interpret a two-way table summarizing data on two categorical variables collected from the same subjects. Use relative frequencies calculated for rows or columns to describe possible association between the two variables. For example, collect data from students in your class on whether or not they have a curfew on school nights and whether or not they have assigned chores at home. Is there evidence that those who have a curfew also tend to have chores?

Know that straight lines are widely used to model relationships between two quantitative variables. For scatter plots that suggest a linear association, informally fit a straight line, and informally assess the model fit by judging the closeness of the data points to the line.

Use the equation of a linear model to solve problems in the context of bivariate measurement data, interpreting the slope and intercept. For example, in a linear model for a biology experiment, interpret a slope of 1.5 cm/hr as meaning that an additional hour of sunlight each day is associated with an additional 1.5 cm in mature plant height.

Construct and interpret scatter plots for bivariate measurement data to investigate patterns of association between two quantities. Describe patterns such as clustering, outliers, positive or negative association, linear association, and nonlinear association.
problem_activity: Problem 1
For the four scatter plots, answer the following questions:
Does there appear to be a relationship between
$$x$$
and
$$y$$
?
If there is a relationship, does it appear to be linear?
If the relationship appears to be linear, is it a positive or negative linear relationship?
If applicable, circle the correct words in this sentence: There is a (positive/negative) association between
$$x$$
and
$$y$$
because as
$$x$$
increases, then
$$y$$
tends to (increase/decrease).
a.
[IMG]
b.
[IMG]
c.
[IMG]
d.
[IMG]
Problem 2
Pablo is curious if there is a relationship between the amount of time high school students spend on social media and their academic achievement. To explore this, he conducts a survey of 30 randomly selected students from his school, and asks them how many minutes they spent on social media yesterday and what their most recent grade point average (GPA) was. Pablo summarized his data in the scatter plot below.
[IMG]
a.   Describe the relationship between the amount of time spent on social media and GPA.
b.   Are there any deviations from the pattern? Explain what you see.
c.   Are there any clusters of data? What do they mean in context?


correct_option_index: 3