few_shots: 
Example:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Concept/skill: 
Fluently multiply multi-digit whole numbers using the standard algorithm.

Answer: 
Yes. This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.

Now, does the following problem or activity enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_000674_pos_0

5
standard_description: Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
problem_activity: Narrative
The purpose of this activity is for students to describe and draw shapes. Students work in pairs to describe and draw a mystery shape. Students learn that they need to be precise in describing the shape in order for their partner to draw the shape accurately and have opportunities to use the language they have learned to describe shape attributes (MP6). There are also some shapes that students have not been introduced to the formal names of. Students can describe the attributes of these shapes but are not expected to name the shapes.
MLR8 Discussion Supports.
Invite students to begin partner interactions by repeating the partner’s description before drawing it. For example, “your shape has 3 sides and 3 corners.” This gives both students an opportunity to produce language.
Advances: Conversing
Action and Expression: Internalize Executive Functions.
Students might need quiet think time to come up with words they will use to describe the shape they picked. Ask students to give their partners time in between turns to think of words.
Supports accessibility for: Conceptual Processing, Language
Launch
Display the student book.
“In the last activity, we used dot paper. What is different about this dot paper?” (There are no red dots.)
Share responses.
“Draw lines on the dot paper to make some shapes.”
2 minutes: independent work time
“Today we’re going to play a new game called ‘Draw the Mystery Shape’. One partner will choose a shape and describe it. The other partner will draw the shape.”
“Let’s try it. I’m going to describe a shape. Draw the shape that I describe on the dot paper.”
“This shape has 3 sides and 3 corners.”
30 seconds: independent work time
“Did you and your partner draw the same shape?” (No. We drew shapes with 3 sides but they don’t look the same.)
Draw or display:
[IMG]
“This was the shape I wanted you to draw. What else could I have said about the shape to help you know what to draw?” ( It is skinny. It is pointing to the side. Two sides are long and one side is short.)
Activity
“Pick a shape but don’t tell your partner which shape you picked. Tell your partner all about the shape so they can draw it.”
8 minutes: partner work time
Student Facing
[IMG]
[IMG]
[IMG]
[IMG]
[IMG]
Student Response
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Activity Synthesis
“Which clues helped you figure out how to draw the shape?”


aligns: no