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: Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.
problem_activity: Task
Materials
10-15 quart plastic bags of various counters (different numbers of counters in each bag)
A recording sheet for the activity with pictures of counters and lines for recording the total number of objects
A teacher completed recording sheet with the correct numbers written for each item
[IMG]
Action
The students choose a bag they have not counted. They are given the directions to count the items in the bag and record the number on the line next to the picture of the item in the bag.  The students will then check their answers against the teacher-prepared recording sheet.  If the activity is done in committee, the teacher should ask each student, “How many  (triangles) were in the bag?”  If the activity is done daily, the teacher should ask four or five different students, “How many  (triangles) were in the bag?”  The process is repeated until time runs out or all bags of stuff have been counted.


aligns: no