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: Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
problem_activity: Warm-up
The purpose of this warm-up is to connect the analytical work students have done with dot plots in previous lessons with statistical questions. This activity reminds students that we gather, display, and analyze data in order to answer statistical questions. This work will be helpful as students contrast dot plots and histograms in subsequent activities.
Launch
Arrange students in groups of 2. Give students 1 minute of quiet work time, followed by 2 minutes to share their responses with a partner. Ask students to decide, during partner discussion, if each question proposed by their partner is a statistical question that can be answered using the dot plot. Follow with a whole-class discussion.
If students have trouble getting started, consider giving a sample question that can be answered using the data on the dot plot (e.g., “How many dogs weigh more than 100 pounds?”)
Student Facing
Here is a dot plot showing the weights, in pounds, of 40 dogs at a dog show.
[IMG]
Write two statistical questions that can be answered using the dot plot.
What would you consider a typical weight for a dog at this dog show? Explain your reasoning.
Student Response
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Activity Synthesis
Ask students to share questions they agreed were statistical questions that could be answered using the dot plot. Record and display their responses for all to see. If there is time, consider asking students how they would find the answer to some of the statistical questions.
Ask students to share a typical weight for a dog at this dog show and why they think it is typical. Record and display their responses for all to see. After each student shares, ask the class if they agree or disagree.


correct_option_index: 0

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