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: Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.
problem_activity: Warm-up
The purpose of this warm-up is to help students recall information about scatter plots, which will be useful when students expand their understanding in a later activity.
While students may notice and wonder many things about these images, the relationship between the number of people and the maximum noise level, interpreting the line of best fit, and a general understanding of a scatter plot are the important discussion points.
Through articulating things they notice and things they wonder about the scatter plot and the linear model, students have an opportunity to attend to precision in the language they use to describe what they see (MP6). They might first propose less formal or imprecise language, and then restate their observation with more precise language in order to communicate more clearly.
Notice students who use correct terminology in their responses. In particular, the terms scatter plot, linear model, slope, and intercept are important to review during this warm-up.
Launch
Tell students their job is to think of at least one thing they notice and at least one thing they wonder. Display the image for all to see. Give students 1 minute of quiet think time, and then 1 minute to discuss the things they notice with their partner, followed by a whole-class discussion.
Student Facing
What do you notice? What do you wonder?
\(y = 1.5x+22.7\)
[IMG]
Student Response
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Anticipated Misconceptions
The vertical intercept appears to be approximately 105 decibels, but the origin is not shown on the graph.
Activity Synthesis
Ask students to share the things they noticed and wondered. Record and display their responses for all to see. If possible, record the relevant reasoning on or near the image. After all responses have been recorded without commentary or editing, ask students, “Is there anything on this list you are wondering about now?” Encourage students to respectfully disagree, ask for clarification, or point out contradicting information. If students do not use these terms in their responses, ensure they recall the vocabulary from grade 8 math:
scatter plot
linear model
slope
intercept


aligns: no