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 problem or activity shown below enable students to learn the full intent of the following concept or skill?

shot_info: fl_problem_000674_neg_0

5
standard_description: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
problem_activity: Narrative
The purpose of this activity is for students to create their own relevant mathematical questions and use their understanding of addition and subtraction to answer questions about their own and their peers' survey data.
Launch
Combine pairs into groups of 4
Activity
“Switch graphs. Use the sentence stems or create your own questions about the other group’s graphs.”
1
–
2 minutes: independent work time
4 minutes: partner work time.
“Take turns to ask each other the questions you came up with and use your own graph to answer.”
“When possible, write down an equation to show your reasoning.”
5 minutes: group discussion.
Monitor for students who write equations to show the categories they combine or compare when answering their peers' questions.
Student Facing
Trade graphs. Create questions about the other group’s graph.
Sentence stems:
How many students picked ___________ and __________ all together?
How many more students picked _______ than _______?
Take turns asking and answering questions.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students rely on counting to find solutions rather than adding or subtracting, consider asking "What equation could you write to represent the categories in the question?"
Activity Synthesis
Invite previously selected students to share.
“Where do we see the equations in their graph? What does the equation mean?”
“What’s the difference between answering the questions from a bar graph and answering them from a picture graph?”


aligns: no