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:
{
  "explanation": "This problem involves understanding fractions, multiplication, and division.",
  "answer": "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: Apply and extend previous understandings of arithmetic to algebraic expressions.

Write and interpret numerical expressions.

Create equations that describe numbers or relationships

Use properties of operations to generate equivalent expressions.

Gain familiarity with factors and multiples.

Understand the relationship between zeros and factors of polynomials.

Use the four operations with whole numbers to solve problems.

Generate and analyze patterns.

Understand properties of multiplication and the relationship between multiplication and division.

Rewrite rational expressions.

Write expressions in equivalent forms to solve problems.

Analyze and solve linear equations and pairs of simultaneous linear equations.

Represent and solve equations and inequalities graphically.

Represent and analyze quantitative relationships between dependent and independent variables.

Represent and solve problems involving multiplication and division.

Understand the connections between proportional relationships, lines, and linear equations.

Work with radicals and integer exponents.

Multiply and divide within 100.

Solve systems of equations.

Solve equations and inequalities in one variable.

Use polynomial identities to solve problems.

Perform arithmetic operations on polynomials.

Add and subtract within 20.

Solve problems involving the four operations, and identify and explain patterns in arithmetic.

Solve real-life and mathematical problems using numerical and algebraic expressions and equations.

Work with equal groups of objects to gain foundations for multiplication.

Work with addition and subtraction equations.

Analyze patterns and relationships.

Represent and solve problems involving addition and subtraction.

Understand and apply properties of operations and the relationship between addition and subtraction.

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Understand solving equations as a process of reasoning and explain the reasoning.

Reason about and solve one-variable equations and inequalities.

Interpret the structure of expressions.
problem_activity: Task
Lena paid \$18.96 for 3 pounds of coffee.
What is the cost per pound for this coffee?
How many pounds of coffee could she buy for \$1.00?
Draw a graph in the coordinate plane of the relationship between the number of pounds of coffee and the total cost.
In this situation, what is the meaning of the slope of the line you drew in part (c)?


correct_option_index: 15