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: Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
problem_activity: Problem 1
Use the fact that 221 ÷ 17 = 13 to solve the following.
22.1 ÷ 17
2.21 ÷ 17
221 ÷ 1.7
221 ÷ 0.17
22.1 ÷ 1.7
2.21 ÷ 0.17
How did you determine where the decimal point would be in the quotients in Part (a) above? Why does that make sense?
Problem 2
Solve. Show or explain your work.
51 ÷ 6
45.2 ÷ 5
3.7 ÷ 20
14.04 ÷ 52
0.9 ÷ 0.25
27.54 ÷ 3.4


aligns: no