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: Analyze and solve pairs of simultaneous linear equations.
problem_activity: Warm-up
The purpose of this warm-up is for students to practice solving an equation for an unknown value while thinking about a coordinate pair,
\((x,y)\)
, that makes the equation true. While the steps to solve the equation are the same regardless of which value of
\(x\)
students choose, there are strategic choices that make solving the resulting equation simpler. This should be highlighted in the discussion.
Launch
Encourage students to not pick 0 for
\(x\)
each time.
Student Facing
For each equation choose a value for
\(x\)
and then solve to find the corresponding
\(y\)
value that makes that equation true.
\(6x=7y\)
\(5x+3y=9\)
\(y+5-\frac13 x=7\)
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
Collect the pairs of
\(x\)
’s and
\(y\)
’s students calculated and graph them on a set of axes. For each equation, they form a different line. Have students share how they picked their
\(x\)
values. For example:
For the first problem, choosing
\(x\)
to be a multiple of 7 makes
\(y\)
an integer.
For the last problem, picking
\(x\)
to be a multiple of 3 makes
\(y\)
an integer.


aligns: yes