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: Understand a fraction as a number on the number line; represent fractions on a number line diagram.
Grade 3 expectations in this domain are limited to fractions with denominators 2, 3, 4, 6, and 8.
problem_activity: Problem 1
Mark and label a point for each fraction below on the number line to its right.
a.
{"table": [{"_attributes": {"class": ["table"], "style": "width:100%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "vertical-align:middle"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{1}{3}$$"}]}, {"_attributes": {"style": "vertical-align:middle"}, "img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2019/03/29/math3_u6_l10_tt1.png", "style": "width: 344px; height: 40px;"}}]}]}]}]}]}
b.
{"table": [{"_attributes": {"class": ["table"], "style": "width:100%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "vertical-align:middle"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{5}{6}$$"}]}, {"_attributes": {"style": "vertical-align:middle"}, "img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2019/03/29/math3_u6_l10_tt1.png", "style": "height:40px; width:344px"}}]}]}]}]}]}
c.
{"table": [{"_attributes": {"class": ["table"], "style": "width:100%"}, "tbody": [{"tr": [{"td": [{"_attributes": {"style": "vertical-align:middle"}, "span": [{"_attributes": {"class": ["math-tex"]}, "_value": "$$\\frac{3}{8}$$"}]}, {"_attributes": {"style": "vertical-align:middle"}, "img": [{"_attributes": {"alt": "", "src": "https://d37su8u1z9ynie.cloudfront.net/uploads/2019/03/29/math3_u6_l11_at1b.png", "style": "height:40px; width:344px"}}]}]}]}]}]}
Problem 2
Determine the location of each of the following points.
a.
[IMG]
b.
[IMG]
Problem 3
Erin walked 1 mile from her house to the library. Along the way, she passed several places shown on the number line below.
[IMG]
a.   Which place is
$$\frac{4}{8} $$
mile from Erin’s house?
b.   Erin also passed the fire station, which is
$$\frac{1}{8} $$
mile from Erin’s house. Plot the location of the fire station on the number line above.
c.   What is the distance, in miles, between the park and the market?


aligns: yes