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: Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.
problem_activity: Task
In each of the following problems, a number is given. If possible, determine whether the given number is rational or irrational. In some cases, it may be impossible to determine whether the given number is rational or irrational. Justify your answers.
$ 4 + \sqrt{7} $
$ \displaystyle \frac{\sqrt{45}}{\sqrt{5}} $
$ \displaystyle \frac{6}{\pi} $
$ \sqrt{2} + \sqrt{3} $
$ \displaystyle \frac{2 + \sqrt{7}}{2a + \sqrt{7a^2}}$, where $a$ is a positive integer
$ x + y$, where $x$ and $y$ are irrational numbers


aligns: no