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 that a two-dimensional figure is congruent to another if the second can be obtained from the first by a sequence of rotations, reflections, and translations; given two congruent figures, describe a sequence that exhibits the congruence between them.
problem_activity: Warm-up
Polygons are special shapes because once we know the vertices, listed in order, we can join them by line segments to produce the polygon. This is important when performing rigid transformations. Because rigid transformations take line segments to line segments, once we track where the vertices of a polygon go, we can join them in the correct order with segments to find the image of the polygon.
In this warm-up, students begin to explore this structure, finding corresponding points in congruent polygons which are
not
vertices.
Launch
Give 3 minutes quiet think time followed by 2 minutes for a whole-class discussion.
Student Facing
Trapezoids
\(ABCD\)
and
\(A’B’C’D’\)
are congruent.
Draw and label the points on
\(A’B’C’D’\)
that correspond to
\(E\)
and
\(F\)
.
Draw and label the points on
\(ABCD\)
that correspond to
\(G’\)
and
\(H’\)
.
Draw and label at least three more pairs of corresponding points.
[IMG]
Student Response
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Anticipated Misconceptions
Students may struggle to find corresponding points that are not vertices. Suggest that they use tracing paper or the structure of the grid to help identify these corresponding points.
Activity Synthesis
Remind students that when two figures are congruent, every point on one figure has a corresponding point on the other figure.
Ask students what methods they used to find their corresponding points. Possible answers include:
Using the grid and the corresponding vertices to keep track of distances and place the corresponding point in the right place
Using tracing paper and rigid motions taking one polygon to the other


aligns: yes