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: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
problem_activity: Sylvia bikes home along a straight road from her friend’s house, a distance of 8 miles. The graph shows her journey:
[IMG]
Describe what may have happened. Be sure to include details about her pace, points that indicate a change in action, and where she starts and stops.
Are all sections of the graph realistic? Explain your reasoning.


aligns: yes