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: Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” (Expectations for unit rates in this grade are limited to non-complex fractions.)
problem_activity: Activity
The purpose of this activity is for students to practice rewriting expressions representing percent change so that they only use multiplication.
Launch
Allow students to work with a partner or individually.
Student Facing
Write an equivalent expression using the distributive property:
\(65 - 0.45 \boldcdot 65\)
\(65 + 0.45 \boldcdot 65\)
\(91 \boldcdot (1.2)\)
\(x + 0.04x\)
Evaluate by multiplying just two numbers in your calculator. Write down the expression you calculated.
130 increased by 10%
25 decreased by 30%
50% more than 38
6% less than 200
Write an equivalent expression that only uses multiplication:
\(p - 0.35p\)
\(z - 0.85z\)
\(q + 0.06q\)
\(r + 0.64r\)
Student Response
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Activity Synthesis
Either display the correct solutions or invite students to share their solutions. Here are sample questions to promote discussion:
“Why is it okay to rewrite an expression like
\(z - 0.85z\)
so that it looks like
\(0.15z\)
?” (Use the distributive property, or think about how an amount decreased by 85% is the same as 15% of the amount.)
“Have you heard some examples of percent increase or decrease used in the real world? What were they?” (Sample response: The news might talk about crime decreasing by 10% compared to last year, or home prices in an area increasing by 25%.)
“How is an expression representing percent increase (like
\(1.05x\)
) different from an expression representing percent decrease (like
\(0.95x\)
)?” (The coefficient is greater than 1 versus less than 1. This is a result of adding or subtracting a percentage of the original amount.)


aligns: no