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:
{
  "explanation": "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: Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
problem_activity: Narrative
The purpose of this warm-up is to elicit students’ prior knowledge of area and the idea that a rectangle can be decomposed into smaller rectangular regions. Students look at 4 different area diagrams they used in grade 3. The reasoning here will be useful when students use diagrams to multiply two- and one-digit numbers in a later activity. While students may notice and wonder many things about the number of units within the area of the gridded region, focus on the connections between the diagrams with a grid and those without.
Launch
Groups of 2
Display the image.
“What do you notice? What do you wonder?”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
1 minute: partner discussion
Share and record responses.
Student Facing
What do you notice? What do you wonder?
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Student Response
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Activity Synthesis
“What do you know about the 13 and 4 in the first ungridded rectangle?” (They are side lengths. They correspond to the number of squares across and the number of squares down in the first rectangle.)
“What about the 10, 3, and 4 in the second ungridded rectangle?” (The 10 and 3 are numbers that add up to 13. The 4 is the length of the shorter side.)
“How are the four diagrams related? Name as many connections as you see.” (Sample responses:
They all represent the same rectangle. They have the same side lengths and the same area.
The first two show the number of square units that fit in the rectangle. The last two don’t show it but we can tell by multiplying the side lengths.
The shaded portion in the second gridded rectangles shows the
\(4 \times 10\)
portion in the fourth rectangle.)
If no students mentioned the area of the rectangles in their analysis, ask: “How might we find the area of the rectangles?” (For the gridded rectangles, we can count the unit squares or multiply the number of units across and down. For the other two, we can multiply the side lengths.)


correct_option_index: 1