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: Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.
problem_activity: Warm-up
The purpose of this warm-up is for students to use repeated reasoning to write an algebraic expression to represent a rule of a function (MP8). The whole-class discussion should focus on the algebraic expression in the final row, however the numbers in the table give students an opportunity to also practice calculating the square of numbers written in fraction and decimal form.
Launch
Arrange students in groups of 2. Give students 1–2 minutes of quiet work time and then time to share their algebraic expression with their partner. Follow with a whole-class discussion.
Student Facing
Fill in the table of input-output pairs for the given rule. Write an algebraic expression for the rule in the box in the diagram.
[IMG]
{"table": [{"_attributes": {"border": "1"}, "thead": [{"tr": [{"th": [{"_attributes": {"scope": "col"}, "_value": "input"}, {"_attributes": {"scope": "col"}, "_value": "output"}]}]}], "tbody": [{"tr": [{"td": [{"_value": "8"}, {}]}, {"td": [{"_value": "2.2"}, {}]}, {"td": [{"span": [{"_attributes": {"class": ["math", "math-repaired"], "data-png-file-id": "40402"}, "_value": "\\(12\\frac14\\)"}]}, {}]}, {"td": [{"span": [{"_attributes": {"class": ["math", "math-repaired"], "data-png-file-id": "833"}, "_value": "\\(s\\)"}]}, {}]}]}]}]}
Student Response
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Activity Synthesis
Select students to share how they found each of the outputs. After each response, ask the class if they agree or disagree. Record and display responses for all to see. If both responses are not mentioned by students for the last row, tell students that we can either put
\(s^2\)
or
\(A\)
there. Tell students we can write the equation
\(A = s^2\)
to represent the rule of this function.
End the discussion by telling students that while we’ve used the terms input and output so far to talk about specific values, when a letter is used to represent any possible input we call it the
independent variable
and the letter used to represent all the possible outputs is the
dependent variable.
Students may recall these terms from earlier grades. In this case,
\(s\)
is the independent variable and
\(A\)
the dependent variable, and we say “
\(A\)
depends on
\(s\)
.”


aligns: no