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Let's evaluate each expression to determine which are equal to -12.

1. \( -\left( \frac{60}{5} \right) \):
   \[
   \frac{60}{5} = 12 \quad \text{so} \quad -\left( 12 \right) = -12
   \]
   This is equal to -12.

2. \( \frac{60}{-5} \):
   \[
   \frac{60}{-5} = -12
   \]
   This is also equal to -12.

3. \( -\left( \frac{-60}{5} \right) \):
   \[
   \frac{-60}{5} = -12 \quad \text{so} \quad -(-12) = 12
   \]
   This is **not** equal to -12.

Thus, the first two options are correct. The third option is not correct. 

Would you like further details on any of these calculations or have any questions? Here are 5 questions to expand your understanding:

1. What happens when a negative sign is applied outside the parentheses of a fraction?
2. How does dividing by a negative number affect the result?
3. Can we apply distributive properties to negative signs and fractions?
4. What is the difference between \( \frac{-a}{b} \) and \( -\left( \frac{a}{b} \right) \)?
5. How can we simplify complex expressions with multiple negative signs?

**Tip:** When working with negative numbers, always carefully check if the negative sign is inside or outside the parentheses, as this can change the result.

Which of these are equal to -12? Select all that apply.

Evaluate which of the given expressions are equal to -12 by applying rules for dividing negative numbers and the use of parentheses. This example is suitable for middle school students in Grades 6-8, focusing on integer division and the impact of negative signs.

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