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: Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
problem_activity: Narrative
The purpose of this activity is for students to solve two story problems involving adding or subtracting multiples of 10. Students are presented with a familiar context from a previous lesson in which students counted cubes in different bags. The quantities of cubes are described using representations that students are familiar with, and students add or subtract in a way that makes sense to them. The familiar context and representations are used to help students make sense of adding and subtracting tens. In the synthesis, students compare and connect the different representations used for each problem (MP2).
MLR6 Three Reads.
Keep books or devices closed. To launch this activity, display only the problem stem, without revealing the question. “We are going to read this story problem three times.” After the 1st Read: “Tell your partner what happened in the story.” After the 2nd Read: “What are all the things we can count in this story?” Reveal the question. After the 3rd Read: “What are different ways we can solve this problem?”
Advances: Reading, Representing
Required Materials
Materials to Gather
Connecting cubes in towers of 10 and singles
Double 10-frames
Launch
Groups of 2
Give students access to connecting cubes in towers of 10 and singles and double 10-frames.
Activity
Read the task statement.
7 minutes: independent work time
3 minutes: partner discussion
Monitor for students who show:
towers of 10
base-ten drawings
__ tens and __ tens
expressions or equations
Student Facing
Jada is counting collections of cubes.
In Bag A there are 30 cubes.
In Bag B there are 2 towers of 10.
How many cubes are in the two bags all together?
Show your thinking using drawings, numbers, or words.
Tyler is counting a collection of cubes.
In Bag C there are 7 towers of 10.
He takes 40 cubes out of the bag.
How many cubes does he have left in the bag?
Show your thinking using drawings, numbers, or words.
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 attempt to add or subtract using single cubes (or representations of single cubes), consider asking:
“How are you planning to find out how many cubes there are now?”
“How could you use what we've learned about tens to solve this problem?”
Activity Synthesis
Invite previously identified students to share their representations.
“How are these representations the same? How are they different?”


aligns: yes