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: Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a linear function represented by a table of values and a linear function represented by an algebraic expression, determine which function has the greater rate of change.
problem_activity: Warm-up
In this warm-up, students revisit quadratic expressions in different forms and what the expressions reveal about the graphs that represent them. They match equations and graphs representing two quadratic functions. The axes of the graphs are unlabeled, so students need to reason abstractly about the parameters in the expressions and the features of the graphs.
Student Facing
[IMG]
Here are graphs representing the functions
\(f\)
and
\(g\)
, given by
\(f(x) = x(x+6)\)
and
\(g(x) = x(x+6)+4\)
.
Which graph represents each function? Explain how you know.
Where does the graph of
\(f\)
meet the
\(x\)
-axis? Explain how you know.
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 share their matches and explanations. If one or more explanations in the Student Response are not mentioned, bring them up so that students can see multiple ways of reasoning about the equations and graphs.


aligns: no