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: Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.
problem_activity: Narrative
The purpose of this activity is for students to identify and name shapes in the environment. The shape walk can take place in the playground, library, or another area of the school. It may be easier for students to use their recording sheet if it is on a clipboard.
When students recognize mathematical features of objects in the real world, they model with mathematics (MP4).
Engagement: Develop Effort and Persistence.
Students may benefit from chunking this task into smaller parts. Invite students to look for one shape at a time. Check in with students to provide feedback and encouragement after recording each shape.
Supports accessibility for: Conceptual Processing
Required Materials
Materials to Gather
Clipboards
Launch
Groups of 2
“We are going to take a walk around the playground. Look for examples of triangles, rectangles, and circles around the playground. Tell your partner about the shapes you find and draw pictures or write words to record what you find.”
Activity
10 minutes: shape walk
“Write a number to show how many of each shape you found.”
2 minutes: independent work time
Student Facing
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Synthesis:
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Student Response
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Activity Synthesis
Invite students to share their recording sheets and the shapes that they found.
Display the image or an example from the playground:
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“Han found this swing on the playground. Where should he draw this on the recording sheet?” (The swing looks like a rectangle so he could draw it with the rectangles. The sides of the swing look like triangles.)


aligns: no