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 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.

Answer: 
No. This set of problems does not directly involve adding or subtracting multi-digit whole numbers. Instead, it focuses on multiplying multi-digit whole numbers.

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_neg_0

5
standard_description: Count to 100 by ones and by tens.
problem_activity: Narrative
The purpose of this activity is for students to put numbers 1–20 in order.
MLR8 Discussion Supports.
Invite each group to chorally read numbers 1–20 in order once the group agrees on the order. Listen for and clarify questions.
Advances: Speaking, Conversing
Required Materials
Materials to Copy
Number Cards 1-20
Required Preparation
Create a set of cards from the blackline master for each group of 4.
Launch
Groups of 4
Give each group of students a set of number cards, not in sequence.
Activity
“Work with your group to put the numbers in order from 1 to 20.”
3 minutes: small-group work time
“Once your group agrees that the numbers are in the correct order, write the numbers in order from 1 to 20.”
3 minutes: independent work time
Student Facing
Write the numbers in order.
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Student Response
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Activity Synthesis
“How did you decide the order of the numbers?”
Display numbers 1–12 in order.
“Clare is putting the numbers in order. What would you say to her to help her find the number that comes next?” (Look for 13 because it comes after 12. Look for the number that has a 3 because the last number has a 2.)


aligns: yes