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: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
problem_activity: Activity
This activity continues the work of using a balanced hanger to develop strategies for solving equations. Students are presented with balanced hangers and are asked to write equations that represent them. They are then asked to explain how to use the diagrams, and then the equations, to reason about a solution. Students notice the structure of equations and diagrams and find correspondences between them and between solution strategies.
Launch
Draw students’ attention to the diagrams in the task statement. Ensure they notice that the hangers are balanced and that each object is labeled with its weight. Some weights are labeled with numbers but some are unknown, so they are labeled with a variable.
Keep students in the same groups. Give 5–10 minutes of quiet work time and time to share their responses with a partner, followed by a whole-class discussion.
Student Facing
Here are some balanced hangers where each piece is labeled with its weight. For each diagram:
Write an equation.
Explain how to figure out the weight of a piece labeled with a letter by reasoning about the diagram.
Explain how to figure out the weight of a piece labeled with a letter by reasoning about the equation.
[IMG]
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
Invite students to demonstrate, side by side, how they reasoned with both the diagram and the equation. For example, diagram A can be shown next to the equation
\(7=3x+1\)
. Cross out a piece representing 1 from each side, and write
\(7-1=3x+1-1\)
, followed by
\(6=3x\)
. Encircle 3 equal groups on each side, and write
\(6 \div 3 = 3x \div 3\)
, followed by
\(2=x\)
. Repeat for as many diagrams as time allows. If diagrams A and B did not present much of a challenge for students, spend most of the time on diagrams C and D.
We want students to walk away with two things:
An instant recognition of the structure of equations of the form
\(px+q=r\)
where
\(p\)
,
\(q\)
, and
\(r\)
are specific, given numbers.
A visual representation in their minds that can be used to support understanding of why for equations of this type, you can subtract
\(q\)
from each side and then divide each side by
\(p\)
to find the solution.
Representation: Develop Language and Symbols.
Create a display of important terms and vocabulary. Include the following terms and maintain the display for reference throughout the unit: hanger diagram. For example, display an example of a balanced hanger. With class participation, create step-by-step instructions on how to write and solve an equation based on the hanger.
Supports accessibility for: Memory; Language
Representing, Speaking: MLR8 Discussion Supports.
To invite participation in the whole-class discussion, use sentence frames to support students’ explanations for how they found the weights by reasoning about the hangers and equations. For example, provide the frame “First, I ___ because . . .”, “Then I ___ because . . . ." Be sure to verbalize and amplify mathematical language in the students’ explanations (e.g., “subtracting the constant”, and “dividing by the coefficient”). This will help students explain their reasoning with the diagram and the equation.
Design Principle(s): Optimize output (for explanation); Cultivate conversation


aligns: no