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: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
problem_activity: Activity
This practice activity is similar to the last activity in the associated Algebra 1 lesson, except that students are asked to find specific information about the contexts before being asked to compare them.
To give students a greater opportunity to communicate their thinking verbally and listen to the reasoning of others, we recommend assigning each student to either work on function
\(m\)
or
\(p\)
for the first question, and then get together in groups of 2–4 to tackle the remaining questions.
Launch
Arrange students in groups of 2. In each group, one partner completes the first question for function
\(m\)
, and the other partner for function
\(p\)
. Then, partners should work together using the information they found in the first question to complete the remaining questions.
It’s a judgment call about whether to ask students to find the maximum of function
\(m\)
without a graphing calculator or provide access to graphing calculators. In the associated Algebra 1 lessons, there are times when students are asked to answer such a question without graphing.
Student Facing
Two objects are thrown into the air. The height of object M in meters is modeled by the function
\(m(x)=(5+10x)(1.5-x)\)
with
\(x\)
representing time in seconds. The height of object P in meters is modeled by the function
\(p\)
, represented by the graph.
[IMG]
For each object, determine:
the time at which the object hit the ground
the height from which the object was thrown
the maximum height of the object
the time at which the object reached its maximum height
Which object was launched from a greater height? Explain your reasoning.
Which object hit the ground first? Explain your reasoning.
Which object reached a greater maximum height? Explain your reasoning.
Student Response
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Activity Synthesis
Much of the conversation will take place within groups. Time permitting, invite students to create a visual display of their solutions and explanations. Give students an opportunity to review other groups’ work, and time to revise and refine their own work. If desired, select a few exemplary visual displays to keep posted in the classroom to support students in later lessons.


aligns: no