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 and describe relationships among inscribed angles, radii, and chords. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
problem_activity: Problem 1
Each scenario on the left corresponds with a calculation on the right. Connect the scenarios and calculations and identify which features are most useful in connecting the representations:
|              Rolling once the number is an odd number or a number less than 3.              | $${P(A\space\mathrm{and}\space B) = \left({3\over6}\right)\left({1\over6}\right)}$$ |
|---------------------------------------------------------------------------------------------|-------------------------------------------------------------------------------------|
|                     Rolling once and the number is an odd number or 4.                      |         $${P(A\space\mathrm{or}\space B) = {3\over6}+{2\over6}-{1\over6}}$$         |
| Rolling twice. The first roll is an odd number and the second roll is a number less than 3. | $${P(A\space\mathrm{and}\space B) = \left({3\over6}\right)\left({2\over6}\right)}$$ |
|         Rolling twice. The first roll is an odd number and the second roll is a 4.          |              $${P(A\space\mathrm{or}\space B) = {3\over6}+{1\over6}}$$              |
Problem 2
Below is a spinner with four quadrants, each labeled 1–4. Each outcome is equally likely.
[IMG]
Sam spins the spinner twice and doesn’t land on 4. What is the probability of this occurring?
Problem 3
Allison has put together a simple game. She put 6 cubes in a paper bag—3 yellow and 3 blue. Allison has determined that the rules are as follows:
Pull a cube from the bag and put it on the table.
Pull a second cube from the bag.
If the cubes are different colors, then Player A wins.
If the cubes are the same color, then Player B wins.
Is this game fair? How do you know?


aligns: no