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: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.)
problem_activity: Narrative
The purpose of this True or False is to elicit strategies students have for reasoning about place value to determine if an equation is true or false. The reasoning students do here helps to deepen their understanding of using strategies based on place value. It will also be helpful later when students reason about how to reach 100 from a given number using the number line.
Launch
Display one statement.
“Give me a signal when you know whether the statement is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each statement.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\(28 + 2 + 20 = 50\)
\(16 + 3 + 30 = 50\)
\(36 + 4 + 20 = 50\)
Student Response
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Activity Synthesis
“How can you explain your answer to the last statement without finding the sum of all three addends?” (I could add 36 and 20 and see that it’s more than 56. I could add 36 and 4 to get 40. I know I would need 10 more to get to 50 and I see more than 10 left to add.)


aligns: no