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: Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
problem_activity: Task
How do the values of the three functions $f(x) = 2x$, $g(x) = x^2$ and $h(x) = 2^x$ compare for large positive and negative values of $x$?
Explain
your findings from part (a) for $f$ and $g$ by studying the quotients $\frac{g(x)}{f(x)}$.
Explain your findings from part (a) for $g$ and $h$ by studying $\frac{g(x+1)}{g(x)}$ and $\frac{h(x+1)}{h(x)}$ for different values of $x$.


aligns: yes