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: Explain how the definition of the meaning of rational exponents follows from extending the properties of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents. For example, we define 5^(1/3) to be the cube root of 5 because we want (5^(1/3))^(3) = 5(^(1/3))^(3) to hold, so (5^(1/3))^(3) must equal 5.
problem_activity: Problem 1
Consider the statement: A negative number raised to any whole number power will be negative.
Is this statement always, sometimes, or never true? Justify your response.
Problem 2
Consider the statement: An odd number raised to an odd power will be odd.
Is this statement always, sometimes, or never true? Justify your response.
Problem 3
What is the last digit of
$${7^{2023}}$$
? Explain.


aligns: no