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: Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
problem_activity: Narrative
The purpose of this True or False is for students to demonstrate the strategies and understandings they have for dividing by powers of 10. In this lesson they will convert from a smaller metric unit to a larger unit which means dividing by an appropriate power of 10. The problems here are selected so that students can begin to see how the value of the digits in a number change when that number is divided by 100 or 1,000.
Launch
Display one equation.
“Give me a signal when you know whether the equation is true and can explain how you know.”
1 minute: quiet think time
Activity
Share and record answers and strategy.
Repeat with each equation.
Student Facing
Decide if each statement is true or false. Be prepared to explain your reasoning.
\(5 \div 1,\!000 = 0.05\)
\(36 \div 100 = 0.36\)
\(1,\!328 \div 1,\!000 = 1.328\)
Student Response
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Activity Synthesis
“How did you find the value of
\(1,\!328 \div 1,\!000\)
?” (I thought of it as 1,328 thousandths and then wrote that as a decimal.)


aligns: no