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 multiply multi-digit whole numbers using the standard algorithm.

Answer: 
Yes. This set of problems involves multi-digit whole numbers because the numbers in each problem are four and two digit integers, and the mathematical calculations involved in both problems focus on multiplication. The first problem explicitly asks the student to solve its subproblems using the standard algorithm.

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_pos_0

5
standard_description: Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
problem_activity: Narrative
The purpose of this activity is for students to practice interpreting relationships between patterns generated from two different rules. Students may need to generate patterns beyond the boxes provided. Encourage them to continue the pattern as needed. Students may describe the patterns and relationships in different, but accurate ways. Encourage them to notice as many relationships as they can and describe the relationships in whatever way makes sense to them. This is the first time students see two patterns where the numbers in one pattern are not multiples of the numbers in the other pattern.
This activity uses
MLR7 Compare and Connect
. Advances: Representing, Conversing.
Launch
Groups of 2
Activity
5 minutes: independent work time
2 minutes: partner discussion
MLR7 Compare and Connect
“Create a visual display that shows your thinking about the relationships between each set of patterns. Include details such as notes, diagrams, and drawings to help others understand your thinking.”
2–5 minutes: independent or group work
3–5 minutes: gallery walk
Student Facing
Complete the patterns for each set of rules.
What are some relationships between the patterns for each set of rules? Be prepared to explain your thinking.
Set A
Rule 1: Start at 0. Keep adding 3.
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Rule 2: Start at 0. Keep adding 6.
[IMG]
Set B
Rule 1: Start at 4. Keep adding 3.
[IMG]
Rule 2: Start at 9. Keep adding 6.
[IMG]
Set C
Rule 1: Start at 0. Keep adding 5.
[IMG]
Rule 2: Start at 0. Keep adding 3.
[IMG]
Student Response
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Activity Synthesis
“What is the same and what is different in the way we represented the relationships between the patterns?” (Some of us used numbers and symbols, some of us wrote sentences.)
30 seconds: quiet think time
1 minute: partner discussion
“What is the same and what is different about Set A and Set B?” (They both add the same amount, but one set starts at 0. Set B has a lot more odd numbers in it. In set A, each number in rule 2 is double the number in rule 1, but in set B, each number in rule 2 is 1 more than double the number in rule 1.)
“For which pair of rules was it most challenging to notice and describe relationships?” (Set B because there was no multiple that worked to get from one pattern to the other. Set C because there weren’t doubles or halves.)


aligns: yes