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 add and subtract multi-digit whole numbers using the standard algorithm.
Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Answer: 
No. This set of problems does not directly involve adding or subtracting multi-digit whole numbers. Instead, it focuses on multiplying multi-digit whole numbers.

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_neg_0

5
standard_description: Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.
problem_activity: Optional activity
This optional activity is an opportunity to practice the methods in this lesson to calculate products of decimals, and students have an opportunity to practice multiplying decimals in a real-world context. Students can choose to use area diagrams to help organize their work and support their reasoning. However, the goal of the activity is to have students practice using the multiplication algorithm on decimals.
Launch
Give students quiet think time to complete the activity and then time to share their explanation with a partner. Follow with whole-class discussion.
Representation: Internalize Comprehension.
Activate or supply background knowledge. Provide students with access to a blank area diagram to support information processing.
Supports accessibility for: Visual-spatial processing; Organization
Student Facing
Calculate each product. Show your reasoning. If you get stuck, consider drawing an area diagram to help.
\((5.6) \boldcdot (1.8)\)
\((0.008) \boldcdot (7.2)\)
A rectangular playground is 18.2 meters by 12.75 meters.
Find its area in square meters. Show your reasoning.
If 1 meter is approximately 3.28 feet, what are the approximate side lengths of the playground in feet? Show your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Student Facing
Are you ready for more?
Write the following expressions as decimals.
\(1-0.1\)
\(1-0.1+10-0.01\)
\(1-0.1+10-0.01+100-0.001\)
Describe the decimal that results as this process continues.
What would happen to the decimal if all of the addition and subtraction symbols became multiplication symbols? Explain your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Extension Student Response.
Activity Synthesis
Select students to share their strategies, being sure to highlight approaches using area diagrams and vertical calculations. Record the representations or strategies students share and display them for all to see.
Representing, Conversing: MLR8 Discussion Supports.
Use this routine help students prepare to share their strategies with the class. Give students time to discuss how they calculated each product for the first problem with a partner. Consider using this prompt to begin the conversation: “How did you use the multiplication algorithm to calculate the product of these two decimals? Provide a step-by-step explanation.” The listener should press for details by asking clarifying questions such as, “Why did you do that first?” and “Could you explain that a different way?” Allow each student an opportunity as the speaker and listener. This will help students build confidence in explaining the process of multiplying decimals before students are selected in the whole-class discussion.
Design Principle(s): Support sense-making; Cultivate conversation


aligns: no